THE NEW ZEALAND LIBRARY & INFORMATION MANAGEMENT JOURNAL NGĀ PŪRONGO

THE NEW ZEALAND LIBRARY & 

INFORMATION MANAGEMENT JOURNAL 

NGĀ PŪRONGO 

Volume 56, Issue 1 

February/July 2016 

ISSN 1177-3316

NEW ZEALAND LIBRARY & INFORMATION MANAGEMENT JOURNAL • NGĀ PŪRONGO VOL 56, ISSUE NO. 1 • FEBRUARY/JULY 2016 NEW ZEALAND LIBRARY & INFORMATION MANAGEMENT JOURNAL • NGĀ PŪRONGO VOL 56, ISSUE NO. 1 • FEBRUARY/JULY 2016 

Contents 

Editorial 02 

Whāia te Mātauranga 03 

The factors that influence a lawyer’s use of and abilty to develop effective electronic 

information seeking behaviour 14 

Information seeking to support wellbeing: report of a study of New Zealand men using focus groups 21 

Amplifying diverse voices: Collaborating and combining staff expertise 

to improve access and promote Auckland Libraries zines 27 

Evaluating and Developing an Information Literacy Programme for MBA students 30 

Student-Sole-Parents and the Academic Library 46 

Purpose 

The NZ Library & Information Management Journal (NZLIMJ) 

is published by LIANZA and focuses on library and information 

management issues relevant to New Zealand. NZLIMJ is not 

limited to a specific information sector or to articles of a particular 

type, but is intended to reflect the wide-ranging interests 

and needs of information professionals in New Zealand, 

including librarians, records managers, and archivists. NZLIMJ 

is published online three times a year (February, July, October) 

and is hosted on the LIANZA website. 

Whāia te Mātauranga 

Disclaimer 

The opinions or viewpoints expressed herein do not necessarily 

reflect those of LIANZA. All materials and content were 

prepared by persons and/or entities other than LIANZA, and 

said other persons and/or entities are solely responsible for 

their content. 

Any links to other web sites are not intended to be referrals 

or endorsements of these sites. The links provided are maintained 

by the respective organisations, and they are solely 

responsible for the content of their own sites. 

What programmes currently exist for New Zealand students 51 

transitioning into tertiary education 

User Centred Design (UCD) and how it informs our online courses 54 

Japanese Women in New Zealand as regular customers of Auckland Libraries 61 

Getting it right: An investigation into the effects of the team 

teaching pedagogy in Doctoral Skills information literacy workshops 69 

But we’re Librarians not researchers: Building a reseach culture in the 

Library and Information Science Sector: Summary of a discussion-based workshop 77 

Editorial 

Something for everyone 

This double issue of the New Zealand Journal of Library 

and Information Management should have something for 

everyone. The first four articles are indicate the range of 

research undertaken by New Zealand librarians and information 

managers. Melissa Bryant’s paper investigates the ways 

in which New Zealand libraries are applying Māori Subject 

Headings in their catalogues, and provides recommendations 

for improving their use in the future. Geraldine Lewis’s 

paper examines what factors affect lawyers’ use of electronic 

databases, finding that previous training, electronic experience, 

personality and age all have an impact on their ability 

to develop effective electronic information seeking behaviour. 

The third article, by Peta Wellstead, is a companion piece 

to “Social Support As A Factor In The Wellbeing Of New 

Zealand Men: Who Men Ask For Information And Help, Who 

They Don’t, And Why It Matters”, which was published in the 

previous issue of this journal. One of the more interesting findings 

of this research is that a proportion of men who came to 

the focus groups hoped to learn from others there, and were 

reluctant to speak themselves. The fourth paper, by Angeline 

Chirnside and Hamish Noonan, outlines the way in which 

Auckland Libraries manages its zine collection, with practical 

advice for others considering including this type of unique 

material in their collections. 

The remaining papers in this issue are based on sessions 

at the inaugural RLL1 (Research by Librarians for Librarians) 

Symposium, held in Auckland in May 2016 (http://www. 

lianza.org.nz/rll1-symposium). This event, sponsored by 

LIANZA’s Research SIG, featured presentations from practising 

librarians who undertake research to understand their 

customers and to provide better services to them. Seven of 

these papers are available here, and collectively they give a 

good overview of what is happening in New Zealand libraries 

relating to the design and delivery of information skills workshops 

in different contexts, how secondary students are prepared 

for their first year at university, how Japanese women 

use Auckland Libraries, and how students with children are 

affected by library policies. The final paper summarises a 

thought-provoking workshop looking at what research is, and 

whether librarians are ‘researchers’. If you’re not sure if you 

qualify as a researcher, then this article may help you decide. 

Collectively, I believe that this issue has something for 

everyone, and it provides an excellent showcase of the range 

of research being undertaken in New Zealand libraries to 

improve all aspects of our professional practice. If you are 

undertaking projects similar to the ones featured here, then 

please consider writing them up for the next issue of the 

journal. This is an excellent way of making your results known 

to a wider audience, with the potential to improve practices 

and services in other libraries as well as your own. 

Dr Brenda Chawner, FLIANZA 

Senior Lecturer 

School of Information Management 

Victoria University of Wellington 

brenda.chawner@vuw.ac.nz 

How are New Zealand research libraries applying Ngā Ūpoko Tukutuku / the Māori Subject 

Headings and offering them to users? 

Melissa Bryant 

melissalearnslibrary@gmail.com 

Whāia te mātauranga hei oranga mō tātou. 

Seek after learning for the wellbeing of all. 

Ngā Ūpoko Tukutuku/the Māori Subject Headings (MSH) were released in 2006, to “provide a structured path to 

subjects that Māori customers can…use to find material in libraries…using terms familiar to Māori and arranged 

in a hierarchy that reflects the Māori view of the world”. The project is a world leader and internationally well-regarded, 

but little literature has been published evaluating the uptake and use of the resource. I talked with staff in 

wānanga, university, public, and special libraries, to explore how libraries are using the MSH when adding metadata, 

providing reference and research services, or supporting library users to search independently. Libraries employed 

diverse approaches tailored to their specific users, but participants consistently emphasised the importance of the 

MSH, advocating for further development of the thesaurus, more training, and closer information sharing between 

libraries. Results are discussed in terms of four questions - What is working well? What could work better? What 

are the benefits of this work? What further questions remain? Suggested areas for further research include the 

actual and potential uptake of the MSH in libraries and other memory institutions, library users’ opinions, information 

sharing between libraries, and the future development of the MSH. 

Introduction 

Ngā Ūpoko Tukutuku/the Māori Subject Headings (MSH) 

were released in 2006, through collaboration between 

LIANZA (the Library and Information Association of New 

Zealand -Aotearoa), Te Rōpū Whakahau, and the National 

Library of New Zealand, and are periodically updated (Te 

Whakakaokao, 2013). 

The aim of the MSH is to “provide a structured path to 

subjects that Māori customers can…use to find material in 

libraries . . . using terms familiar to Māori . . . in a hierarchy that 

reflects the Māori view of the world” (Paranihi, 2013), in contrast 

to other subject heading systems such as the Library of 

Congress Subject Headings (LCSH), which can limit access 

to materials by labelling them with misleading, offensive, 

unfamiliar and/or insufficiently specific terms (Amey, 2012; 

Bardenheier et al., 2015; Coleman & Marshall, 2014; East et al., 

2007; Irwin & Katene, 1989; Simpson et al., 2005; Tobin, n.d.; 

Webster & Doyle, 2008). 

Examples of such obstructively inaccurate description are 

well documented. During advance planning of the MSH, a 

hui participant in Simpson et al.’s 2005 study pointed out 

that “all of our stories get called ‘Myths and Legends’, but . 

. . a lot of that is about whakapapa . . . they’re not myths at 

all” (p. 50). Whakapapa, sometimes translated into English 

as “genealogies”, are extended conceptual networks linking 

people and things within the physical and spiritual world in 

mnemonic systems of attributes and causal connections for 

use in guiding daily behaviour (Barlow, 1991, p. 173; Ka’ai et al., 

2004, p.15; Moorfield, 2003; Simpson et al., 2005, pp. 28-29). 

Another participant recalled that a book on poi had been 

assigned an LCSH subject heading with the suffix “antiquities” 

(p. 53), a surprising choice to describe an art form and 

a method of memorising and communicating which is very 

much alive today. Amey (2012) cited mana whenua as another 

concept with no good match in the LCSH – 

. . . the LC heading for ‘Land tenure’ has quite a separate 

meaning from ‘Mana whenua’ which has the English scope 

note [in the MSH] “Customary law relating to the iwi/tribe’s 

connection, ownership rights and role of stewardship to a particular 

area of land.” 

Mana whenua differs from Western “land tenure” in many 

2 3


ways – for example, neighbouring groups of people may be 

linked through mana whenua by overlapping interests in and 

responsibilities over various resources in an area, rather than 

being divided by exclusive rights to the use of separate pieces 

of land (Ka’ai et al., 2004, pp. 54-56). As another participant 

in Simpson’s planning hui tactfully pointed out, concepts do 

not always translate simply and successfully across cultures 

cultures – “that other language is not necessarily the same 

thing” (p. 54). 

The MSH were created to address this problem, as one 

answer to the question posed by Tikao (and Frean, 2013): 

“What can we do to ensure Māori can open our doors with their 

own key?”. The story is often said to begin in 1989, when Irwin 

& Katene noted that under existing classification systems, “to 

find knowledge in a library you [had] to think Anglo-American 

. . .” (1989, p. 18). A thesaurus named He Puna Kupu Māori, or 

“Kupu”, was released in 1994 after four years of preparation, 

and was primarily used for indexing within the National Library. 

Certain other libraries also developed in-house vocabularies 

to enhance subject access. After Szekely & NZLIA (1997) confirmed 

the need for broader nationwide use of Māori subject 

headings, Te Rōpū Whakahau and LIANZA began to scope 

and plan a new thesaurus. The National Library added its 

strength to the project in 2003, and Simpson et al.’s 2005 

report was instrumental in framing the construction of the 

resource. Then at last, the newborn Ngā Ūpoko Tukutuku / 

Māori Subject Headings thesaurus was presented in a “soft 

launch” in 2005, with an official launch in 2006 (De Barry, 

1998; East et al., 2007; Lilley, 2013b; MacDonald & NZLIA, 

1993; Murray & Barnett, 2007; Ta’ala, 2008; Taitoko, 2003; Te 

Rōpū Whakahau, 2015b; Te Whakakaokao, 2013; Todd, 1998). 

The MSH are recognised as increasing the mana of libraries 

as well as library users (Paranihi, 2011b; Simpson et al., 2005), 

and participation in the project has provided opportunities 

for the National Library to take steps towards fulfilling its legislative 

mandate to support mātauranga Māori/indigenous 

knowledge systems (Macnaught, 2012). As the Waitangi 

Tribunal pointed out in its 2011 report “Ko Aotearoa Tēnei”, all 

publicly owned agencies (including information organisations 

and memory institutions) have a responsibility to uphold the 

use of te reo Māori / the Māori language in their public-facing 

systems. 

Fundamentally, there is a need for a mindset shift away from 

the pervasive assumption that the Crown is Pākehā, Englishspeaking, 

and distinct from Māori rather than representative 

of them. . . . Māori should be able to use their own language, 

given its official status, in as many of their dealings with the 

New Zealand State as practicable – particularly since the 

public face of the Crown will often be a Māori one. (Waitangi 

Tribunal, 2011, p. 451) 

The importance of the MSH is growing, as both the Māori 

population and the number of Māori people in higher education 

are increasing, indicating that the numbers of information 

seekers whose default search language and conceptual 

framework are Māori will also rise (Paewai & Reweti, 2014; 

Statistics New Zealand, 2013; Te Rōpū Whakahau, 2015a). 

The MSH benefit both speakers of te reo Māori and New 

Zealand English, who may be unfamiliar with terms used in 

subject heading systems developed overseas (Paewai & 

Reweti, 2014). For example, I analysed search terms entered 

into one library’s most popular search interfaces, revealing 

that many searchers used terms which are included in the 

MSH but not in the LCSH. These terms included words which 

do not have direct translations into English, such as “korowai”, 

“hongi”, “tauparapara”, and “Matariki”, as well as words which 

are shared by te reo Māori and New Zealand English, such 

as “kūmara” (for which the LCSH uses “sweet potato”, a term 

uncommon in New Zealand English). The application of MSH 

terms must have significantly improved the success of those 

searches, thus facilitating the discovery and use of information 

resources. 

Paranihi (2011a, 2011b) called for feedback on libraries’ 

experiences with the subject headings, but a search of the 

Aotearoa New Zealand library literature revealed no studies 

examining this. Therefore, this research explored how some 

libraries are applying the MSH and offering the MSH to their 

users. 

Literature Review 

The earliest published writings about the MSH documented 

the research conducted before and during development 

(Garraway & Szekely, 1994; MacDonald & NZLIA, 1993; 

Szekely & NZLIA, 1997), culminating in Simpson et al.’s report 

(2005) which proposed requirements for the project. Other 

writings at this time publicised the development process of 

the MSH, and its relationship with its ancestor He Puna Kupu 

(De Barry, 1998; Garraway & Szekely, 1994; Māori Subject 

Headings Working Party, 2000, 2001; Todd, 1998). 

These were followed by publications aimed at explaining 

the MSH and raising awareness of their availability among 

information professionals in Aotearoa New Zealand and 

among the international community of indigenous librarians 

(Amey, 2012; East, 2008; East et al., 2007; East & Staincliffe, 

2007; Murray & Barnett, 2007; Morehu et al., 2009; Paranihi, 

2011a, 2011b; Paewai & Reweti, 2014; Taitoko, 2003). 

This literature records the huge amount of effort and 

expertise which has gone into developing the MSH since 

1990, on a restricted budget. Although progress may have 

at times seemed slow for those involved, the project remains 

a world leader and is well-regarded internationally. In comparison, 

Webster and Doyle (2008) note that the Library of 

Congress has sometimes taken decades to address requests 

from indigenous librarians in North America for adjustments 

to its subject heading system. While preparing for this 

research, I was privileged to attend a working session of Te 

Whakakaokao/the Māori Subject Headings Working Group 

and the Māori Subject Headings Governance Group, where 

I observed that the weaving of new terms into the thesaurus 

requires enormous knowledge, insight, and careful consideration, 

from the experts working within the room as well as 

extended networks of correspondents collaborating via text 

messages, telephone calls and emails. Their diligence and 

whānaungatanga/connectedness have produced impressive 

achievements, accomplished with a fraction of the resources 

which are presumably available for the development of the 

LCSH. 

International writing on indigenous librarianship praises the 

MSH as an example to guide others who follow (Ghaddar & 

Caidi, 2014; Maina, 2012; Nicolas, 2003; Paranihi, 2013; 

Webster & Doyle, 2008), and shows that without resources 

like the MSH to improve equity of subject access, indigenous 

information seekers are left frustrated by obstacles such as 

those listed by Webster & Doyle (2008) – “marginalisation; 

historicisation; omission; lack of specificity; . . . lack of relevance; 

and lack of recognition of . . . sovereignty.” Olson & 

Schlegl (2008) proposed solutions: consider the diversity of 

information seekers, adapt classification to local contexts, 

take responsibility for this locally. The home-grown MSH, 

with reo a-iwi / local dialect terms and bilingual navigability, 

fits this model neatly. 

The literature on biculturalism in libraries within Aotearoa 

New Zealand situates the need for equitable and efficient 

access to Māori materials in libraries within an interconnected 

web of challenges facing librarians and their Māori users 

(Grace, 1994; Garraway & Szekely, 1994; Hayes, 2013; Irwin & 

Katene, 1989; Johnston, 2007; Lilley, 2012, 2013a, 2013b; Lilley 

& Paringatai, 2014; Parekowhai & Black, 1990; Rankin & Steer, 

2013; Ritchie, 2013; Stevens, 2004; Waitangi Tribunal, 2011, 

pp. 451, 527-586; Wara, 2001; Warren, 2006). Many of these 

service limitations have been repeatedly documented since at 

least the early 1990s. For example, Māori staff are often still 

over-stretched, scarce and isolated; and competency in te reo 

Māori remains limited among the library workforce. 

The only writings yet published describing application of 

the MSH are three case studies - two from academic libraries, 

and one for a manuscript collection within the National 

Library (Bardenheier et al., 2015; Ta’ala, 2008; Tikao & Frean, 

2013). Ta’ala’s (2008) review of University of Auckland library 

staff experiences recorded the challenges faced by cataloguers 

with limited confidence in te reo, and called for further 

research. Tikao & Frean (2013) told how they used the MSH 

to describe a collection, and proposed measures of improved 

access including “the number of new conversations we are 

having” and “evidence of work… using and reusing the collections.” 

Bardenheier et al. explained the value of the MSH 

for improving access to children’s educational material, and 

called for cataloguers and others to facilitate this by submitting 

new terms for further development of the MSH. 

Theoretical Framework 

Much of the above research was conducted with reference 

to Kaupapa Māori methodology. As a solo Pākehā researcher 

initiating this research from outside the organisations concerned, 

I was unqualified to attempt such an approach 

(Bishop, 2005; Smith, 2005). 

Instead, I aimed to situate this research within a transformative 

paradigm – a close cousin to Kaupapa Māori research 

with connections through the critical theory family (Cecezkecmanovic, 

2011; Mertens, 2003, 2009, 2011, 2012). This 

approach required that – 

• The research problem and definitions arose from the 

community of concern. In planning this research, 

I consulted Te Whakakaokao/the Māori Subject 

Headings Working Group, the Māori Subject Headings 

Governance Group, and the Te Ūpoko o te Ika regional 

rōpū of Te Rōpū Whakahau. 

• The strengths, agency and experiences of participants, 

including those from marginalised communities, were 

recognised. I aimed to document and celebrate some 

of the diversity of ways in which organisations and 

librarians are engaging with the MSH, creatively circumventing 

barriers and playing to their own strengths. 

• Differing ways of understanding reality were respected, 

and these multiple viewpoints were examined within 

the context of social, economic and political power 

relationships, with consideration of the consequences 

of accepting each perspective. I recognise that in a 

complex world of limited resources and competing 

priorities, the full potential of the MSH may not yet be 

realised. I encouraged participants to raise any matters 

they wished during interviews, accepting the relevance 

of many inter-related issues. 

• The results are reported with the aim of facilitating 

action and social change. I openly affirm that I believe 

the MSH have huge potential for improving information 

equity in Aotearoa New Zealand. My exploratory data 

analysis indicated the power of the MSH to improve 

access to information for those, like me, for whom 

New Zealand English is their first language, as well as 

information seekers who are strong in te reo Māori, and 

even international researchers seeking information on 

Māoritanga or any Aotearoa New Zealand topics, as 

our national union catalogue’s records are accessible 

through OCLC’s international union catalogue. 

The researcher declares her biases and reveals her background. 

When meeting with participants and informants, I 

explained that although I now live in Wellington, I was raised 

in the South Island, with strong connections to Christchurch, 

Dunedin, Motueka and Greymouth. However, my family is 

Pākehā and my great-great- and great-great-great-grandparents 

are all from what is now Germany, Ireland and the United 

Kingdom. My motivations in asking to approach this topic for 

research are expressed by the following words. 

• “Access to Māori information is the responsibility 

of both Treaty partners” (Māori Subject Headings 

Working Party, 2000). 

• “If you have come here to help me, you are wasting your 

time. But if you have come because your liberation is 

bound up with mine, then let us work together.” [The 

elder and academic Lilla Watson asks that these words 

be credited to “Aboriginal activists group, Queensland, 

1970s” (Lilla: International Women’s Network, n.d.; 

Margaret, 2013; Watson, 2004).] 

Within this framework of transformative research, I aspired 

to apply what principles of Kaupapa Māori research I could, 

in the following interconnected ways (Bishop, 2005; Hudson 

et al., 2010; MacDonald & NZLIA, 1993; Margaret, 2013; Mead, 

2003, pp. 317-318; Mertens, 2009; Pipi et al., 2004; Simpson et 

al., 2005; Smith, 2005; Wehipeihana et al., 2010; Wehipeihana 

et al., 2013) – 

• Responsiveness 

• The research problem and the research plan were 

constructed and defined alongside informants 

with context-specific expertise. 

4 5


• I asked participants’ preferences regarding such 

matters as whether communication was written 

or oral, whether interviews involved individuals or 

groups, and what was their preferred environment 

to meet. 

• I offered to meet kanohi ki te kanohi / face-toface, 

especially in initial interactions. 

• Reciprocity 

• I asked participants what koha/gift they expected 

in return for their contribution. 

• I prepared kai/food, which we often shared after 

our interviews for whakanoatanga and whakawhanaungatanga 

(for relationship building and 

to lighten the psychological and spiritual seriousness 

of the meeting). 

• I offered to return research results to participants 

in a format preferred by them, accepting their 

mana to do whatever they choose with this information, 

even if that is nothing. 

• Respect 

• I aimed to act as a guest in others’ spaces and 

organisations, not presuming to offer advice, and 

following their kawa/etiquette. 

• I assured contributors that they retained rangatiratanga/sovereignty 

and mana motuhake / 

autonomy regarding their comments, and therefore 

could amend or withdraw them at any time. 

• I aimed to show recognition and appreciation of 

positive achievements, strengths and efforts. 

• I included illustrative quotations and stories when 

writing about the research, to illustrate respondents 

as whole people and maintain the kotahitanga/unity 

of individual stories and experiences 

by placing concepts in context. 

• I tried to observe and listen well before speaking. 

• Integrity 

• I honestly described what could be achieved with 

the resources and time available. 

• I considered the implications of my actions for 

others connected with participants - for example, 

usng tact in discussing intra-organisational 

controversies. 

• I aimed to communicate clearly, and where possible, 

privileged Māori terms, as English translations 

are not always fully equivalent. English language 

approximations of some terms are provided 

here to assist readers who feel less fluent in te reo, 

including international readers, to understand 

words as they are used in this context. 

• Competency 

• I strove to avoid overburdening contributors. 

• I consulted communities of concern to identify 

key contacts recommended by the community 

members. 

• I checked summaries and quotations from interviews 

with participants, to maximise construct 

validity. 

Research Questions and Objectives 

My research question was: How are research libraries 

applying Ngā Ūpoko Tukutuku, the Māori Subject Headings, 

and offering them to users? 

• Who is adding the MSH terms, how, and with what 

support/guidance? (Cataloguing/indexing/arrangement 

and description) 

• How are librarians using the MSH terms and thesaurus 

when searching with users? (Reference & research 

services) 

• How are libraries presenting the MSH to users, and 

supporting/guiding their use? (Independent searching) 

The aims of the study were to - 

• Provide one avenue for libraries to share their good 

ideas with each other and find out what could work 

better, to facilitate the use of the MSH. 

• Document library staff experiences of the benefits of 

the MSH for staff and users, to motivate more libraries 

to engage with the resource. 

• Document areas requiring further investigation. 

Method 

I identified libraries using the MSH in the Te Ūpoko o te Ika 

/ Greater Wellington Region through an initial environmental 

scan of publicly available information, and invited participation 

from a sample including wānanga, university, public, and 

special libraries. Fifteen staff from six libraries participated in 

the research. These staff all worked with the MSH through 

metadata creation (cataloguing, indexing, or arrangement 

and description), reference and research services, Māori specialist 

services, and/or team leadership roles. 

I collected records of kõrero/discussion, gathered through 

semi-structured face-to-face interviews of approximately 60 

minutes each, either individually or in focus groups, according 

to participants’ preferences. I sent selective transcriptions to 

participants for checking, and several participants then contributed 

further thoughts and stories. 

Results and Discussion 

Responses showed an impressive diversity of approaches 

taken by different libraries to tailor their services and priorities 

to their own users’ requirements, although there was strong 

agreement on some matters. 

1. Who is adding the MSH terms, how, and with what 

support/guidance? (Cataloguing/indexing/arrangement and 

description) 

a) Staff with responsibility for applying terms. 

In most larger libraries, a small number of metadata librarians 

were responsible for adding MSH terms to records, 

although in one metadata team, all team members were 

empowered to do this, with support from a Māori specialist. In 

some smaller libraries, Māori specialist librarians themselves 

shared this task. 

b) Competency and confidence. 

Some staff were able to offer library service in te reo to their 

users. Others found that library users with greater fluency 

supported them with te reo, as they reciprocally supported 

their users with research. In several libraries, all staff were 

encouraged to develop further in te reo, and one participant 

was undertaking advanced studies through a wānanga. 

Both Pākehā and Māori participants articulated the importance 

of understanding not only te reo, but also “the holistic 

concepts of how Māori knowledge is organised and treated - 

the tikanga and the kawa”. Tikanga and kawa are sometimes 

explained as inter-related aspects of knowledge of the right 

ways of doing things (Ka’ai et al., 2004, p. 173; Marsden, 2003, 

p.66; Māori Subject Headings Working Party, 2000; Mead, 

2003, pp. 7-8, 11-20; Te Aka Online Māori Dictionary, n.d.). 

Some Pākehā participants who had studied te reo, but considered 

themselves less than fluent, felt uncomfortably isolated 

when they were consulted for advice by other colleagues 

who had even less learning, as they felt that their knowledge 

was inadequate to fulfil expectations. They identified an ethical 

dilemma in the situation – should they refuse to respond, 

to highlight the resource limitations within their organisation? 

They believed that their level of fluency in te reo would not be 

considered acceptable for someone cataloguing in English, 

and that their library should have staff with these skills. 

Although there may have been some improvement in this 

area in the ten years since Simpson et al.’s study (2005, p. 

94-95) noted a lack of Māori language experience among cataloguers, 

there remain very few trained metadata librarians 

who are Māori. However, some Pākehā metadata librarians 

expressed cautious confidence in their application of MSH 

terms, with the benefit of experience and ongoing guidance 

from colleagues. 

c) Criteria for adding terms. 

Some librarians added MSH terms to everything they catalogued, 

and were amazed to hear that other libraries applied 

selection criteria. “It shouldn’t have to just be about Māori 

to deserve a Māori subject heading. It should be that you 

just want to open it to all of those people who are interested 

in using te reo Māori.” These librarians’ aim in adding MSH 

terms to all material is that their users will be able to search 

just once, in one language - te reo or English – and find all the 

material they need. Others would like to be able to do this, 

although policy and/or resource constraints impose restrictions. 

However, one participant noted that a positive result 

of selectively applying the terms is that the MSH can act to 

distinguish between Māori and non-Māori material. 

Several libraries which did apply selection criteria followed 

the example of the National Library, applying MSH terms only 

to resources with a minimum of 20% of the content in te reo 

Māori or about Māori topics (East et al., 2007; Morehu et al., 

2009). Any 20% minimum was usually interpreted liberally, 

especially for material with Aotearoa New Zealand content. 

MSH terms might be also added if little other information was 

available on a topic, when a Māori author or donor had been 

identified, or for works with information of local relevance, 

information specific to a particular iwi or area, or topics which 

were important to their users’ endeavours. This flexibility 

aligned with the National Library’s approach, and was important 

to highlight hard-to-find information, maximise discoverability, 

and prevent undue weeding. 

The National Library’s policies had a strong influence on 

which records included MSH terms, as many libraries used 

copy cataloguing, copying records from the National Union 

Catalogue (NUC) into their own catalogues via the Te Puna 

service. New records might be created only for local works, 

such as theses produced within a university. 

Some libraries had developed methods for circumventing 

limitations imposed by policy or technology, to allow the use 

of terms which were not yet part of the MSH thesaurus and to 

encourage staff other than metadata librarians, such as Māori 

specialist librarians, to contribute their knowledge directly to 

the catalogue. Their staff added subject headings in contents 

notes or abstracts as well as subject heading fields, or tagged 

records via discovery layer software. 

Several libraries were proud to say that they had begun 

adding MSH terms as soon as the thesaurus became available, 

but this meant that many new terms had become available 

since they had first applied terms to records, and these new 

terms had not been systematically added to older catalogue 

records. There was concern that, as noted by Simpson et al. 

(2005, p. 104), this was limiting the discoverability and use of 

resources. None of the participating libraries had an ongoing 

program of retrospective cataloguing, although some had 

completed projects of retrospective cataloguing in the past, 

targeting specific collections or records, and one library’s 

business plan included assessing the feasibility of such a 

project. Many participants enriched older records with MSH 

terms on an ad-hoc basis, sometimes in response to specific 

requests for access. Resource or time limitations often prevented 

retrospective addition of MSH terms, although some 

libraries’ collection policies were focused on current rather 

than historic material, so that retrospective cataloguing was 

simply obviated by the turnover of the collections. 

d) Collaboration between metadata and Māori specialist 

librarians. 

As previously noted, metadata librarians and Māori specialist 

librarians were sometimes the same people. In other 

libraries, staff supported each other in a number of ways. In 

some teams, all newly created records were routinely checked 

by “buddies”, and one library’s Māori specialist librarian had a 

policy of checking new records for her colleagues, noting that 

the quality and consistency of the MSH terms attached had 

improved so significantly over time that she was phasing out 

this work. Another library’s metadata staff received training 

from a Māori specialist librarian in response to queries or upon 

joining the team. Some metadata librarians were reluctant to 

consult their colleagues too frequently, as they did not wish 

to overburden staff with specialist skills, but all participants 

who had received these enquiries stated that they had been 

pleased to be consulted and to have been able to help. 

Participants from certain organisations reported particularly 

relaxed and productive relationships between metadata 

and Māori specialists. Several factors facilitated this, 

including physical proximity, an overall approach of respect 

and appreciation – never rushing or demanding things of 

colleagues, but negotiating – and taking time for informal 

relationship building. One Pākehā participant described her 

library’s waiata group as an important way to connect with 

colleagues. “It’s brought in people from outside the Library as 

6 7


well. It’s growing, it’s strong, it’s such fun.” 

A common theme was the diversity of a Māori specialist 

librarian’s role. Participants who were Māori specialist librarians 

often had many responsibilities – working directly with 

diverse library users, preparing learning materials, adding 

metadata, contributing to policy development, and more. This 

implied challenges as well as advantages for making the most 

of the MSH. These specialists’ diverse skills, broad viewpoints 

and ability to build connections are valuable, but there are 

many demands on their time and energy, as other researchers 

have documented through the decades (MacDonald & NZLIA, 

1993; Parekowhai & Black, 1990; Simpson et al., 2005). “We 

used to have joint meetings. People had to introduce themselves 

and their roles – ‘I’m a business librarian’, ‘I’m a health 

librarian’. When it came to me, I would . . . say, ‘I do your job, 

your job, your job, oh - and your job. I do undergrad and postgrad, 

everything Māori.’ That’s the scope of the role.” 

e) Seeking support from colleagues outside the library. 

Participants were likely to consult on-site colleagues first 

for guidance, and few reported seeking advice outside of their 

organisations. Some participants had emailed enquiries and 

suggestions to the MSH team via the website, while some had 

never considered contacting Te Whakakaokao with queries, 

and were unaware that the development of the thesaurus is 

driven by such requests (East et al., 2007; Morehu et al., 2009; 

Paranihi, 2011b; Simpson et al., 2005, pp. 104; 106). 

Records created by the National Library were selected by 

several libraries when copy cataloguing from the NUC, and 

some participants looked for MSH terms in the publication 

data shown on items, especially those from publishers such 

as Huia which print MSH terms on items, drawn from the cataloguing 

data supplied by the National Library through their 

Cataloguing-In-Publication programme. 

f) Hopes for additional support. 

When asked what further help they would like, participants 

responded with great consistency. 

Participants in almost every interview wanted more training, 

including continuing support, and were eagerly anticipating 

the forthcoming scheme for metadata and reference librarians 

from Te Whakakaokao. Participants hoped that the new 

program would increase their confidence, show more options 

for ways to use the MSH, raise awareness among librarians, 

and offer ways to promote the MSH among colleagues, 

researchers, and library users: “whanau, hapu, iwi - and not 

just to Māori!” 

Many participants wished to exchange knowledge across 

libraries. Connections between libraries with similar user 

groups or between libraries with special knowledge, such as 

those with strong local or tribal information collections, were 

particularly desired. Certain libraries, such as Porirua City 

Library and Auckland Libraries, were known for excellence 

in applying MSH terms to records, and some participants 

consulted the catalogues of these libraries for comparison, 

but none had established a systematic way to find out when 

another library had updated its records. 

All advocated energetically for further development of the 

MSH thesaurus. 

g) Contributing to the National Union Catalogue (NUC). 

No participating libraries were adding MSH terms to 

existing records in the NUC. Smaller libraries often had lowcost 

subscriptions to Te Puna’s WebCat, which did not allow 

the librarians to add subject headings directly to records. 

However, any libraries which did perform original cataloguing 

contributed new records to the NUC, sometimes with MSH 

terms attached. 

h) Selecting terms for users. 

Few participants were tailoring their selection of MSH terms 

to specific user needs, as one item might be relevant to many 

users in a broad community for different reasons over time. 

However, in one special library, terms were applied with 

specific users in mind, as items were purchased in response 

to user requests or known areas of interest. Other libraries 

made special efforts to accentuate local information. Some 

libraries considered educational curricula, even if they were 

not based within education institutions - one Māori specialist 

librarian had previously developed relationships with local 

kura kaupapa and wānanga whose students used public 

libraries during their studies, and another library made a point 

of considering national curricula when cataloguing juvenile 

literature. 

2. How are librarians using the MSH terms and thesaurus 

when searching with users? (Reference & research 

services) 

a) Staff awareness. 

All Māori specialist librarians in the participating libraries 

were aware of the MSH, but some participants had an impression 

of a low level of awareness among their colleagues. One 

participant noted that the MSH were not mentioned in any 

staff training material. Another suggested that although most 

of her colleagues were probably aware that there are subject 

headings in te reo attached to records, they might not realise 

that the MSH is a discrete thesaurus. Others perceived that 

many staff were aware of the MSH but not using them to 

answer enquiries, because they tended to refer all reference 

enquiries on Māori topics to the specialist librarians. Following 

Grace’s (1994) principle of developing professional strength 

through partnerships, one team was working to overcome this 

reticence, encouraging their colleagues to try more research 

strategies before referring on. “I think they should give it a 

go . . . What it does for them is expand their kete [basket of 

knowledge] . . . giving them confidence.” 

Further initiatives to increase awareness were underway at 

other libraries. One library’s staff catalogue interface highlighted 

MSH terms to distinguish them from LCSH terms. 

One participant had written a staff blog post about the MSH. 

Some metadata librarians had asked to spend some time at 

the enquiries desk, and one Māori specialist librarian had 

organised a staff development group project, open to any 

interested library staff, to build connections and increase staff 

confidence in searching for Māori material. 

b) Staff search strategies. 

Staff who did use the MSH while searching tended to do this 

via keyword searches, as this was the default option in several 

libraries’ staff and user catalogue interfaces. These keyword 

searches likely benefited from the presence of the MSH terms. 

Although searches might begin without particular reference 

to the MSH, staff sometimes followed links from MSH terms to 

find further resources. 

c) An intercultural interface. 

The MSH acted as a cultural interface (Paranihi, 2013; 

Paewai & Reweti, 2014) in several ways. 

Firstly, at some libraries, many users were already expert 

in searching for Māori information, so they usually asked for 

help to find information on non-Māori contexts. Following 

the philosophy of “don’t teach me about my culture, but use 

my culture to teach me” (Lal & Walker, 2014), Māori specialist 

librarians sometimes suggested that library users whose 

reo was strong could try using the MSH to find English language 

terms applied to Māori concepts in catalogues. Words 

cannot always be translated between languages – at least, 

not succinctly - but the MSH thesaurus is one tool which can 

help. The opposite is also potentially true – library staff with 

less confidence in te reo could use the MSH to understand 

or frame their users’ requests – although no participants 

reported using the MSH in this way. 

Secondly, knowing that the MSH exist can encourage students 

that it is possible to search in te reo Māori; and thirdly, 

metadata librarians comment that they learn a lot about 

tikanga Māori and te reo Māori by using the MSH, and that 

colleagues are interested to learn more. 

3. How are libraries displaying the MSH to users, and 

supporting/guiding their use? (Independent searching) 

a) Catalogue access. 

MSH terms were visible on item records in the online catalogues 

and discovery layers of all participating libraries, 

although they were less prominent with some software, 

and macrons were not always displayed successfully. One 

library’s catalogue could be viewed and searched in te reo, 

although not through the discovery layer. 

In one specialist library, with long-serving specialist staff 

members, the current staff knew the collection so well that 

they could often identify relevant resources to answer reference 

enquiries without recourse to the catalogue. This was 

encouraged, “. . . because they’re time poor . . . They might 

know what they’re looking for, but they’re not sure how to 

word it. I’ve found that many times. You . . . have to have a 

conversation.” 

b) Research guides. 

One library promoted the MSH through research guides, 

and another participant was considering adding a link to the 

MSH website in her library’s Māori subject guide. Face-toface 

training was considered a vital complement to any such 

written information. “Until you tell people and show people 

why it’s useful, they just see it as something else on a long list 

of resources that they might think about using.” 

c) Information literacy education. 

Several participants included information about the MSH 

in information literacy sessions, whether in one-to-one induction 

or orientation sessions, individual or small group research 

consultations, class teaching sessions, public seminars and 

presentations to interested groups, or online training incorporating 

screen sharing software so that library users and librarians 

could take turns demonstrating or trying out procedures. 

d) On-site signage. 

Some libraries displayed MSH terms on shelf labels, and 

one library was developing bilingual signage throughout the 

building. Another library was planning lists of topics to be displayed 

on the end of each range of shelves, matching LCSH 

terms to MSH terms. 

The most consistently recurrent themes emerged in 

response to the most open question I asked: “What else is 

important to share?”. 

The importance of the MSH 

Many enthusiastic comments reflected recognition of the 

value of the MSH for useful and respectful description of information 

resources. 

• “There’s been commitment to it since it started, 

because of the idea that if you’re going to be 

talking about Māori topics, it’s useful to use words 

and phrases Māori are going to want to use.” 

• “The good thing is that it’s a way for Māori to 

describe themselves more accurately, and I think 

that was the whole purpose of the Māori Subject 

Headings, being able to describe ourselves, in our 

culture, from our own perspective and our own 

viewpoint, and not from a Pākehā perspective 

– you know, Pākehā describing our culture? So 

that’s what I really loved about that whole kaupapa, 

Māori Subject Headings. And the Pākehā 

words didn’t describe us accurately at all.” 

• “We know it enriches everybody’s life.” 

• “It’s about discoverability.” 

Participants noted that the MSH can support language 

revitalisation, which was one of the early aims of the project 

specified by Simpson et al. (2005, p. 105). “Our cataloguers 

are promoting te reo Māori.” The importance of this work is 

acknowledged by LIANZA, which affirms that te reo Māori is 

“vital to the identity and survival of Māori as a people” (Library 

and Information Association of New Zealand Te Rau Herenga 

o Aotearoa (LIANZA), n.d.; Lilley & Paringatai, 2014). 

Study participants likewise recognised the value of the MSH 

for speakers of New Zealand English. “Library of Congress 

Subject Headings doesn’t even approach different English 

cultures, because it is very American.” For example, the LCSH 

uses words such as “railroad” (versus New Zealand English 

“railway”), and for waka uses “Canoes—Oceania”, two words 

which many information seekers in Aotearoa New Zealand 

would not think to use, and which miss the sense in which 

“waka” can refer not only to various types of travelling vessels, 

but also to the peoples descended from the crews of the 

exploring waka from Hawaiiki. 

The importance of resourcing the MSH to 

develop furhter 

All thesauri must be continually extended and reviewed 

to remain relevant, and all participants hoped for more and 

faster development of the thesaurus, including contemporary 

terms reflecting the ongoing evolution of te reo Māori in 

a changing world, more specific terms to accurately reflect 

subdivisions of academic research areas, and terms familiar 

to non-academic information seekers. The consistency of 

8 9


these responses implies that ongoing effort and resourcing 

is required to meet Irwin and Katene’s (1989) and Simpson 

et al.’s (2005, pp. 62-63) hopes for a granular, intuitive and 

inclusive classification system. One comment on this theme 

inspires a hopeful thought – the ongoing revitalisation of te 

reo Māori may help to bridge the gap between literary and 

everyday reo, as more speakers of te reo Māori recover fluency 

across a variety of contexts. 

Better resourcing is required to allow the progress of the 

MSH to match the national and international excitement 

associated with its launch. Participants recommended that 

Te Whakakaokao should meet more than three times yearly, 

with paid release from work for the members, that the team’s 

researcher should be given more time and closer connections 

with librarians, and that scholarships should be provided to 

attract students with relevant skills in tikanga and te reo to 

the profession and to the team. “It’s a positive thing for New 

Zealand that we should be celebrating by putting funds into 

it.” It was considered that the National Library would not be 

fulfilling its responsibilities under the National Library Act if 

adequate resources were not put in to this work. “. . . if they 

continue to call themselves the ‘National Library’, they have to 

support these national projects.” 

Conclusions 

What’s working well for librarians and library users? What 

factors and processes are enabling success? 

Some libraries were fortunate to have attracted and retained 

staff with expertise in te reo and in tikanga Māori, who add 

MSH terms to records or guide others in their application. 

Where flexible technological systems allowed it, these specialists 

were able to enrich records even when not employed 

as metadata librarians; and in environments conducive to 

communication, they could support cataloguing work even if 

they did not directly add terms themselves. Effective communication 

was fostered by physical proximity, and also by 

the creativity and commitment of staff, who built relationships 

over time by sharing decision making, setting up joint projects, 

creating opportunities to learn and have fun together, 

and approaching each other with respect. 

Many other participants who felt less confident in te reo 

were committed to advancing their skills. 

Certain libraries were applying MSH terms to all catalogue 

records, while those with more limited capacity applied their 

policies with flexibility, to maximise discoverability of the most 

crucial materials. 

Several libraries had contacted the MSH team for personalised 

advice, thus also contributing to further development of 

the thesaurus with their requests or suggestions. 

Librarians were promoting awareness of the MSH to library 

users in many ways, through shelf labels, search strategy education, 

seminars, and written study guides. 

What good things do we see happening because the MSH 

are available? 

Metadata librarians reported that their work with the MSH 

had expanded both their understanding of and interest in te 

reo and tikanga Māori. Participants noted that the MSH promote 

respect and understanding of these taonga/treasures 

among information seekers within Aotearoa New Zealand 

and internationally. 

The MSH help librarians and library users to find useful 

search terms in both English and te reo when information 

seekers are most confident in te reo, and the existence of the 

MSH encourages library users to incorporate te reo in their 

searching. 

What could work better? What would make it easier for 

library users to benefit from the MSH? 

Participants unanimously wished for ongoing and accelerated 

development of the MSH thesaurus, to keep it up to 

date with current language use and enrich it with adequately 

specific terms. Stronger resourcing for the MSH team was 

advocated, coupled with wider awareness that requests and 

suggestions from practising librarians are required to support 

the team to direct their efforts appropriately. 

Many participants wanted more support to fully utilise 

the resource, and to promote awareness among colleagues 

within their organisations and across the profession, as well 

as library users and potential users throughout the community. 

They also wanted continuing guidance, including Te 

Whakakaokao’s training programme, and information sharing 

across libraries. 

Several participating librarians expressed strong desire for 

better understanding of te reo and tikanga Māori, and especially 

for improved recruitment of staff with these skills. 

Some libraries hoped for more staff time to utilise the 

potential of the MSH, particularly in relation to retrospective 

cataloguing. 

Implications and suggestions for further research 

This study has explored the implementation of the MSH 

within selected research libraries in the Te Upoko o te Ika / 

Wellington region. A larger project could provide a broader 

view encompassing other types of information organisations 

and memory institutions, quantitative analysis of the proportion 

of institutions which are and could be actively engaging 

with the MSH, and what factors may limit or enhance this 

engagement. 

The appropriateness of MSH terms selected for records, in 

terms of accuracy, specificity, and relevance to user requirements, 

may be of interest to future researchers. Simpson et 

al., (2005, pp. 100-101) noted that metadata related to place 

can be especially important to Māori information seekers. 

The study was also unable to assess library users’ opinions 

and interactions with the MSH, although the analysis of one 

library’s search log data conducted during the preparatory 

phase did indicate that information seekers were using MSH 

terms in free search situations. Discussions with library users 

are recognised as a necessary ingredient in forward planning 

by the current members of the Māori Subject Headings 

Working Group and by previous writers on the subject, 

including MacDonald & NZLIA (1993) and Ta’ala (2008). 

These types of research could assist in planning ongoing 

training for library staff or users, and the development of an 

information sharing network for library staff could in itself be 

an opportunity to investigate the best ways to share experiences 

and specialist knowledge. 

Another topic which is currently attracting much interest - 

though it is not a new issue (Morehu et al., 2009) - is the 

potential to expand the MSH thesaurus to cover all topics, 

including those beyond te ao Māori / the Māori world. Simpson 

et al. (2005, pp. 67-68; 99) recommended that the thesaurus 

should include terms “for all collections” and “support study 

at all levels and for all disciplines”, and this has been endorsed 

recently by Te Rõpū Whakahau (Te Rōpū Whakahau, 2015b). 

Such a bold initiative could support information seekers to 

search efficiently in te reo Māori, opening search pathways 

for library users such as recent generations of kura kaupapa 

students, who are already relatively knowledgeable in mātauranga 

Māori and wish to explore international perspectives for 

comparison. But to make this vision into reality would require 

consideration of various issues. One is how to respect and 

maintain the integrity of different belief systems – perhaps 

using allied thesauri, in the same way that recognition is 

given to the MSH as a parallel thesaurus alongside the LCSH. 

Another is how to supply the resources required to develop 

the expanded thesaurus, and for library staff to learn to use 

it and to apply the increased number of terms. A third question 

is whether users would benefit from a filter to distinguish 

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The factors that influence a lawyer’s use of 

and ability to develop effective electronic 

information seeking behaviour 

Geraldine Lewis 

Cataloguer, Royal New Zealand Foundation of the Blind 

glewis@blindfoundation.org.nz 

Wehipeihana, N., Pipi, K., Kennedy, V., & Paipa, K. (2013). 

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(pp. 277–298). Walnut Creek, Calif: Left Coast Press. 

This research found that electronic resources are considered to be an important part of a lawyer’s work and are 

gaining increasing significance. However not all lawyers have the ability to make full use of these resources. The 

results of this study indicated that factors personal to the applicant such as their previous training, electronic experience, 

personality and age have an impact on their ability to develop effective electronic information seeking behaviour. 

In addition external factors directly related to the electronic resources themselves, such as cost, usage time 

and lack of access also have an impact on whether these resources are utilised. It is important that lawyers are 

provided with the opportunity to access high quality electronic resources and undertake appropriate training to 

master using them. Further study needs to be undertaken to look at strategies and training methods required by 

lawyers and their employers to improve these skills. 

Keywords: New Zealand Lawyers, Legal Research, Information Seeking Behaviour, Online Databases, Computer 

Literacy, Training 

1. Introduction 

Since the internet become available to the public in the early 

1990s, it has become increasingly integrated into modern 

society. Technology exists for the primary purpose of being 

able to be used to achieve a required purpose. Information 

is available in New Zealand to lawyers through electronic 

products, including an ever increasing amount of free and 

subscription websites. However with such advances in 

technology, obtaining information from electronic resources 

requires lawyers to develop a new set of skills. 

Understanding lawyers’ ability to obtain quality information 

from electronic resources involves two components. The first 

is to discover the reasons why lawyers do or do not look for 

information effectively from this source. Ingwersen (1992) 

found that there is a big gap between the information needed 

by users and the information obtained. He states that 22-40% 

of information requests differed from needs (p.98). 

The second part is to then assess how lawyers go about 

finding relevant information when they do start looking for it 

electronically. Pearson (2008) undertook a New Zealand study 

comparing the differences in search techniques between 

law librarians and novice searching lawyers. She found a 

reluctance for in-depth searching as the lawyers tended to 

only use simple search tactics such as Boolean AND and 

not Boolean OR. They were therefore not able to retrieve all 

the relevant data required from subject searches. This study 

shows that those left to create their own searching techniques 

are probably going to undertake poor quality searches. 

According to Pearson (2008) not all lawyers have the 

computer literacy skills to take full advantage of electronic 

resources. Several studies have shown that a person’s characteristics 

could affect their ability or willingness to use electronic 

services. These could include factors such as their age, 

gender, intelligence or confidence. Studies by Childers (2003) 

and Chawner (2008) all discuss the impact of personal characteristics 

on the use of information technology by individuals. 

Chawner (2008) found that age is a significant contributor in 

determining how many different technologies an information 

manager uses regularly. 

Childers (2003) points out that although information technology 

is constantly changing, becoming information technology 

literate is more about learning to think in the logical 

fashion necessary for computer interaction. 

While results have shown that cognitive style significantly 

influences search performance of novice searchers, 

the influence is reduced in those that have online database 

experience (Palmiquist and Kim, 2000). Lawyers educated in 

the post internet era have been exposed to computers during 

their training; however their level of formal training may have 

been minimal. Many lawyers educated before the internet will 

be self-taught, while others will have learnt the minimum to 

get by. 

Jacobson and Fusani (1992) found that search experience 

and system knowledge were the critical factors in obtaining a 

successful search, rather than domain knowledge. 

Price (2006) found that seven out of ten employers thought 

that the information technology skills of their workforce had a 

significant impact on the success of their business. Yet only 

one in five companies was intending to do computer training 

for their staff in the following year. 

Not all lawyers will have access to the services of an information 

professional to undertake their research for them. 

Although the Law Society provides a legal research service 

where lawyers can pay a fee in return for research being done 

on their behalf, lawyers may choose not to take this up, for a 

variety of reasons. In order to be a learning organisation both 

lawyers and their employers need to know how they learn 

new skills in order to train them to be more computer literate 

(Goad, 2002). 

In addition to factors personal to the user, there are also 

attributes of an innovation intrinsic to it, that impact on the 

likelihood of it being adopted. Rogers (1962) outlines these in 

his Diffusion of Innovations theory. 

Chawner (2008) found that institutional barriers to the 

uptake of Web 2.0 in the workforce were raised as the most 

regular problem. This is often caused by security reasons and 

may be very difficult to change. According to Eveland (1986) 

most organisation decisions are not decided on the basis of 

the technology but rather on ‘finance, personal, scheduling 

and resource management’ (p. 11). 

A theoretical framework was developed for this study 

applying Ingwersen’s theory contained in his book, Information 

Retrieval Interaction (1992), that a combination of a traditional 

approach, a user-oriented and a cognitive approach are necessary 

in order to obtain optimum information retrieval for the 

searcher. 

In this book and the subsequent book by Ingwersen and 

Jàrvelin, The turn: Integration of information seeking and 

retrieval in context (2004) they theorise that the traditional 

approach to information retrieval is very technology focussed, 

concerned only with the information retrieved by each search 

and whether this directly relates to the search terms entered, 

with no consideration given to the needs of the end-user. They 

state this needs to be combined with the user-orientated and 

the cognitive approach to enable a searcher to obtain the best 

possible result in information seeking. 

This research uses the user-orientated and cognitive 

approach for its framework. The user-orientated approach 

focusses on the psychological and behavioural communication 

of information between the user and the system. This 

uses real life investigations of search behaviour to understand 

common patterns. The cognitive approach focusses on the 

individual cognitive, motivational and emotional activities 

inherent in all areas of information retrieval. It also looks at the 

social environment surrounding the act of retrieval. Ingwersen 

and Jàrvelin theorise that for information seeking and retrieval 

to take place “during communication of information any actor 

is influenced by their past and present experiences and their 

social, organisational and cultural environment” (p.25). 

There is also another aspect of this current research that is 

not covered by their theory. Everett Rogers (1962) Diffusion 

of Innovations theory is also used as a framework for looking 

at why an innovation such as computer technology is, or is 

not taken up. Rogers defines the following characteristics of 

innovations as reasons why users may adopt or reject them: 

• Relative advantage: i.e. how this innovation will 

improve the current situation. 

• Compatibility: How easy it will be to assimilate this 

innovation into the user’s life. 

• Complexity or Simplicity: How easy is it going to be 

to use it? 

After taking account of the literature on this topic the following 

research question has been developed: 

“What factors influence a lawyer’s use of and ability to 

develop effective electronic information seeking behaviour?” 

This study was restricted to practising lawyers in New 

Zealand. It was based on a convenience sample of nine lawyers. 

As this is a small number of people being studied, the 

results may not be generalisable. As this study only considered 

lawyers, it was a one off study, concerning a unique 

workforce. Artificial search tasks were created for this study 

which may lack some realism. Although all nine lawyers gave 

an oral description of how they would undertake a search task 

only two lawyers were observed doing so. The interviews rely 

on each lawyer’s personal interpretation of the question and 

also their memory of their previous actions, which may be 

flawed. 

2. Method 

This research aimed to understand an event from the 

viewpoint of the participants concerned and therefore used 

a phenomenological study design. Themes were developed 

from the answers given by the participants in accordance 

with Ingwersen and Jàrvelin and Rogers’ theories. This helped 

identify the factors influencing computer technology uptake 

by lawyers in New Zealand, in order to come to a conclusion 

over the best strategies and training methods for addressing 

any issues raised. 

This study used a purposive sample of nine lawyers in New 

Zealand, in order to give a small but in-depth picture of how 

lawyers obtain computer literacy skills. A diverse demographic 

range of lawyers participated. This involved lawyers 

from early in their careers, to lawyers who had worked for over 

twenty years; men and women; lawyers from several different 

regions in New Zealand; and also lawyers working in a variety 

of different workplaces. 

All participants were emailed a short questionnaire 

containing questions relating to their demographic background 

and self-assessment of their previous search experience. 

Secondly all participants were asked to take part in 

a semi-structured recorded interview, answering a series of 

questions. Two of the lawyers participated in a third method 

14 15


of data collection, participant observation. These two lawyers 

were given a series of small computer 

searching tasks to fulfil, whilst being observed. 

Data analysis used themes from the theoretical 

framework. Data from the interviews and 

observations was collected, organised and analysed 

to show what general themes emerged 

in relation to each question. The themes were 

arranged in the discussion section of this 

paper under the headings of The Cognitive 

Approach, The User Orientated Approach and 

the Diffusion of Innovations theory. 

Although this is primarily a qualitative study, 

a quantitative approach to data analysis was employed in 

relation to the answers to the questionnaire. This information 

was used to show the demographics of the group of lawyers 

participating in this research. In addition this information was 

incorporated into the discussion section to show patterns that 

emerged from it. 

3. Results 

The results of this research are presented here. Firstly the 

demographics and electronic resource use patterns of the 

group of lawyers interviewed are presented. Then the results 

of the semi-structured interviews are presented, under the 

headings of the seven interview questions asked. Lastly the 

participant observations are presented. 

Table 1 

Demographic characteristics: 

3.1 What experience do you have of undertaking legal 

research electronically? 

The results of this research are presented here. Firstly the 

demographics and electronic resource use patterns of the 

group of lawyers. 

Although one lawyer had trained prior to the introduction of 

computers and had attended no computer training courses, 

he said that he has been using computers regularly both at 

home and at work since the databases first emerged and was 

Table 2 

Use of electronic resources: 

very confident using them: “I got myself an account with 

Brookers and just sort of worked out how to use them from 

there”. 

The second theme that emerged was that using electronic 

legal resources was of advantage to their work. All the participants 

except one expressed the view that the subscription 

legal electronic resources would either improve their service 

or had already. Four of the lawyers said that electronic 

resources were more up-to-date and quicker than hard copy 

resources. The point that there was becoming little choice 

in whether to adopt electronic technology was raised by two 

of the participants. The idea that the government is considering 

the introduction of paperless courts also led some of the 

lawyers to comment that legal services in New Zealand are 

becoming far more technologically driven. 

However the issue was raised by three lawyers that the 

subscription databases can be quite complicated to use: “I 

found it difficult to work around”. 

Also the issue was raised by three of the lawyers 

who didn’t have access to the subscription 

legal databases that they didn’t find electronic 

resources as useful in their daily work: “I think 

it is pretty good, it is better if you have access 

to the databases...It’s [Google] hard to get there 

quickly, it takes time like at the moment I have 

been trying to find precedents for agreements 

that we are doing and it’s a real challenge trying 

to do them”. 

The theme of a lawyer’s behaviour toward 

electronic searching also emerged with these 

questions. All except one of the lawyers was 

aware that they could outsource their research 

to other organisations including the Auckland 

District Law Society (ADLS). Yet four of the 

lawyers said despite these advantages of this 

they would still always undertake legal research 

themselves: “We are charging $220 an hour 

and the law library is just $50 an hour but I haven’t 

done it before”. Although acknowledging 

that this is fast and cost effective in the short term, one 

did express the view that it is ultimately of disadvantage 

to their company, as it meant that she was not up-skilling. 

3.2 What are your views about undertaking legal 

research electronically? 

When asked about whether obtaining information electronically 

improved their services the majority of the answers to 

this were overwhelmingly positive. Five lawyers said that it 

is quicker and two said it is more up-to-date. The view was 

expressed that it benefits the client, “keeping the client’s bill 

down”. 

The theme of the complexity or simplicity of amalgamating 

electronic research into a lawyer’s life emerged. Although six 

were positive about the ease of use of electronic resources, 

three participants said that they found it an effort to learn 

these skills and a lack of knowledge held them back. One 

lawyer when discussing this issue stated: “The sooner I retire 

the better!” 

Three of these lawyers said that they would give up if they 

could not find the information they required relatively quickly 

and easily. Two lawyers said that for these reasons it would 

make them reluctant to undertake electronic research in the 

first place. 

The issue of continuous updates to computer resources 

was raised by three lawyers as being frustrating and irritating: 

“Like any change it takes getting used to”. However four of the 

lawyers said that these changes were a good thing, as they 

perceived computer technology to be getting quicker, more 

efficient and containing better resources. 

The theme of time was raised. Four participants said that 

time pressure was a barrier to their undertaking electronic 

research: “I think that it takes a hell of a lot of time and wastes 

a lot of time”. However on the flipside it was considered by 

several of the lawyers that using the subscription databases 

made their work quicker and more efficient. Four of the lawyers 

stated that it made their job quicker and more efficient: 

“More up-to-date and sometimes we can get things faster like 

the legislation website”. 

Therefore time was a theme of extremes, with approximately 

half of the lawyers complaining computer research 

made their work slower and the other half saying that it made 

their legal services quicker and more efficient. 

3.3 How would you describe your cognitive learning 

process? 

These answers give an illustration of the majority of these 

participants being analytical, logical, visual and verbal, 

self-reliant and convergent thinkers with a strong element of 

intuition also coming through. 

When asked how they thought their learning style affected 

their view of using electronic resources their answers reinforced 

their cognitive processes. One lawyer stated that: 

“The way the database is structured now is the way my brain 

wants to do it”. Four of the lawyers expressed the view that 

they would rather undertake their own research than outsource 

to the Auckland Distract Law Society, which is indicative 

of the self-reliance found to be a characteristic of several 

of these lawyers. 

3.4 What are the steps you would take to structure an 

appropriate search strategy? 

All nine lawyers were asked the following question: 

“Can you talk me through the steps you would take to go 

about structuring an appropriate search strategy if you were 

looking for the original judgement in the family law High Court 

case: re Estate of Butler”. 

Four lawyers gave a structured logical answer, describing 

steps they would follow that would lead to the case and providing 

alternative options if they ran into difficulties with this 

initial search string. 

Five lawyers said they did not know how to do this electronically 

and guessed at options. Of these, three said that they 

would get other people to do it for them and the remaining 

two did not come up with a logical plan saying “I don’t really 

know”. Two of these lawyers made no mention they would 

even attempt to find it themselves saying “I would actually 

leave it to one of my staff to find it” and “I’d probably go to the 

law society”. 

3.5 What other types of barriers are there to your use of 

digital information? 

The theme of cost as a barrier to undertaking electronic 

research featured prominently as seven of the participants 

said this, although their answers related mainly to the purchase 

of the subscription legal databases: “Cost is the big 

issue. That’s right I mentioned about LexisNexis, they have 

priced themselves off the market.” 

Three of the lawyers talked about connection problems, 

ranging from internet speed, to cables being cut, to having to 

undertake a lot of overseas travel and encountering the problems 

related to this: “A real hassle to connect because we 

are very high security ... and you don’t get a good connection 

and it takes ages to log on and then the connection keeps 

dropping”. 

Future concerns regarding computer technology were also 

raised by two of the lawyers. One said, “I can see in five years’ 

time videos are going to be really necessary to me, fibre will 

be necessary, but I’m not at that stage yet”. 

Lack of knowledge was raised as a barrier to undertaking 

electronic research. Two participants said that they were hindered 

because they didn’t have knowledge of what was out 

there, “if you don’t know what you don’t know then you don’t 

know it”. 

3.6 What are your experiences and views on undertaking 

training in digital literacy skills? 

When asked whether they would want to undertake training, 

five participants were positive about the idea. However 

despite the desire to attend these courses they did not seem 

to follow through with them, citing several issues that had 

held them back. “I was going to do some training that they 

were doing at the law society library but I didn’t make it”. One 

lawyer stated that she would only want “targeted training” 

otherwise “I would just get irritated”. 

Cost was raised as an issue again, this time in relation to 

the price of attending training, “you come back again to again 

what price am I prepared to pay…” 

3.7 Are there any other factors not previously covered in 

this interview that you think would improve your success in 

using online resources. 

One barrier to computer use was raised by two participants, 

namely that looking at a computer screen for long periods of 

the day was a strain on their eyes, making them reluctant to 

spend too long on the computer. “Just in general I get sore 

eyes just looking at the screen with the glare all day”. 

16 17


The issue of dependence on quality computer resources 

was also raised by one of the non-city lawyers who stated 

that because of their remoteness they do not have access to 

services such as training courses. “Travel is just a no go, we 

probably use it the same as in the city but we’re probably a lot 

more reliant on it”. 

3.8 Participant Observations 

Two lawyers were asked to undertake the following three 

specific search tasks under observation, using the specialist 

legal database, Brookers Online: 

• You have been asked to find the following information 

sources for your employer: 

• The orders made by Chairperson Haines in the case 

Director of Human Rights Proceedings v Sensible 

Sentencing Trust. 

• An article by Jessica Palmer, Lecturer in Law, University 

of Otago, titled Understanding the Director’s Fiduciary 

Obligation (2006). 

• The section of the Corrections Act 2004 that relates to 

the misuse of drugs. 

One participant found the information required with relative 

ease. When she encountered difficulties she stopped to think 

about her search string, and went back to previous screens 

in order to change her search strategy. When asked how she 

had found undertaking these tasks she said she found the 

specialist database easy and logical to follow. 

The other participant had more difficulties with finding the 

information. She got flustered and said that if she was doing 

this on her own she would probably have given up: “I would 

have told people it was not a good website and it’s too hard 

to use”. 

4. Discussion 

The results of this study have demonstrated several key 

findings regarding the factors that influence a lawyer’s use of 

and ability to develop effective electronic information seeking 

behaviour. In accordance with Ingwersen and Jàrvelin’s theoretical 

framework for information seeking and retrieval the 

following themes have emerged. 

4.1 The Impact of Cognitive Features 

4.1.1 Individual cognitive style impacts on use of electronic 

resources. 

The majority of the lawyers said they considered that their 

individual cognitive style had an impact on the way that they 

undertook electronic research and their views on using computer 

resources. The fact that the majority of lawyers preferred 

to undertake their own research, despite financially 

viable alternatives also reflected the self-reliant characteristic 

of these lawyers. 

4.1.2 Previous training and experience 

The results have shown that previous training and experience 

directly correlate to confidence and ability. Three of the 

four users who used computers at university were confident in 

using electronic resources. One of the four expressed trouble 

in finding high quality information but this was also related to 

the fact that she no longer had access to the specialist legal 

databases. 

4.1.3 Age of participants 

Age was found to be an important factor as three of the 

four lawyers over the age of 45 had difficulty with undertaking 

electronic research, only one of whom had access to the 

specialist legal databases. Four of the five lawyers under the 

age of 45 were confident with using the legal databases and 

online searching. 

4.1.4 Behaviour toward information retrieval 

Despite viable cost efficient alternatives to the point that 

one applicant said it was significantly cheaper to outsource 

research, participants who are confident in using electronic 

resources are more likely to want to undertake legal research 

themselves. 

4.1.5 Emotions and expectations 

This theme was closely tied into the theme of the complexity 

or simplicity of taking up computer technologies raised under 

Rogers’ framework. There was a direct correlation between 

the lawyers who found electronic resources easy to use and 

those that enjoyed using them. 

4.1.6 Lack of knowledge 

Three lawyers stated that there is probably a lot of information 

available to them through electronic resources that would 

be useful, yet a lack of knowledge of what is available holds 

them back from obtaining quality information. 

4.1.7 Learning through training 

Despite the fact that five participants were positive about 

the prospect of undertaking training, six of the participants 

had not undertaken any computer training at all. This leads 

to the conclusion that despite in theory most of the participants 

being open to the idea of learning through training, 

the everyday realities of life mean that in practise this doesn’t 

happen. Consequently they are learning the majority of their 

electronic research skills through trial and error. 

4.2 The User-orientated approach. 

4.2.1 Hypothetical search request 

Here the way lawyers would undertake an electronic search 

was analysed. Four of the lawyers found this an easy task 

to undertake, giving a structured, logical answer. All three of 

the lawyers who had expressed negative emotions towards 

undertaking electronic legal research said that they would not 

undertake a task like this. Two lawyers who said that they did 

not know how they would undertake this task were lawyers who 

said that they found computers easy to use, but had no access 

to the specialist legal databases at work. One of the four that 

gave a structured, logical answer was the lawyer who said he 

spent a significant part of his life using computers, showing 

that sufficient knowledge of computers can overcome the 

disadvantage of lack of access to the subscription websites. 

4.2.2 Participant Observation 

Both lawyers asked to undertake three specific search 

tasks under observation, using Brookers Online were lawyers 

who trained before computers were integrated into university 

study and had no access to the specialist legal databases in 

their everyday work. The one who was more successful was 

also one of the lawyers who said that she was confident using 

computers. Whilst she had struggled with describing how to 

find information in the theoretical search above, when she was 

provided with access to specialist databases she was able to 

follow a logical process that lead her to the information. 

4.3 Rogers’ Diffusion of Innovations Theory. 

4.3.1 Relative Advantage (how using electronic 

resources will improve the current situation) 

The advantage of using electronic resources was significantly 

tied into access to the electronic databases. Of the five 

that don’t have access to these databases three said that they 

did not find computer resources an advantage to them at all 

in their work. 

Four of the lawyers stated that electronic resources are 

more up-to-date than hard copy resources and also spoke 

of the financial advantage to the client, as using electronic 

resources is far more time effective. 

Two of the lawyers with negative views towards using electronic 

resources, still expressed the view that computers were 

becoming a necessity in the workplace. It was considered 

that it was becoming more and more difficult to avoid using 

electronic resources. 

4.3.2 Compatibility: (How easy to assimilate this innovation 

into the user’s life). 

Lack of Access 

For the lawyers without access to the subscription databases, 

most struggled to find quality legal information through 

electronic resources. Three of these lawyers said it was not 

through their own choice that they did not have this access 

as decisions were made on purchasing these by more senior 

members of their workplace. 

The technological barrier of lack of access was also raised 

by three lawyers. These barriers ranged from cables being 

cut, to slow connection speeds to difficulties accessing electronic 

information whilst travelling overseas for their work. 

Cost 

Cost has already been raised in this discussion and it is 

a major theme as it is interrelated with several of the other 

themes. Cost was mainly considered a barrier in relation to 

the purchase of the legal subscription databases. However it 

was raised in a positive light also by some of the lawyers who 

did use these subscription databases, saying this meant they 

were able to keep client’s costs down. 

Time 

Time was a theme of extremes, with approximately half of 

the lawyers complaining computer research made their work 

slower and the other half saying that it made their legal services 

quicker and more efficient. 

This can be explained by the fact that the majority of those 

with access to the subscription databases seemed to find 

undertaking research fast and efficient whilst the majority of 

those without this access struggled to undertake research 

electronically. 

Physical Issues 

Two of the lawyers raised the issue that looking at a computer 

screen all day can cause sore eyes. This meant that 

for both of them they limited the amount of screen time they 

had because of this. This shows that there can be physical 

barriers personal to the user making it difficult for them to use 

online legal resources. 

5. Conclusion 

In order for lawyers in New Zealand to develop effective 

information seeking behaviour it is necessary to understand 

the cognitive and user-orientated reasons why lawyers do 

or do not look for information effectively from this source. In 

accordance with Ingwersen and Jàrvelin (2004) this study 

looks in detail at the ways lawyers in New Zealand use and 

feel about the electronic information searching environment. 

The study results also adhered to Rogers’ (1962) Diffusion of 

Innovations theory as this theory focusses on how and why 

new technology is used by a culture, in this case lawyers. 

The findings of this research directly correlated with previous 

studies with similar themes arising from the data. The 

advantages of having current, high quality information available 

to them via electronic resources was considered very 

important by the majority of the lawyers, who saw a flow on 

time and cost saving benefit for their clients. Yet time was 

also raised as a significant barrier to undertaking electronic 

research by several of the lawyers. This contradiction is due 

to knowledge and access. The majority of the lawyers who 

knew where to go for information and had ready access to the 

specialist databases or other relevant websites found it quick, 

easy and time saving, whereas the ones with less electronic 

experience and knowledge, or lack of access to specialist 

databases generally found it took a lot of extra time. 

Where there is more than one lawyer in the workplace the 

problems with time and knowledge could be mitigated if the 

law firms nominated a computer savvy lawyer to oversee the 

firm’s computer resources and training. This could be particularly 

beneficial for the law firms that do not have access to the 

specialist databases. 

Whilst a few technological barriers to access of electronic 

information were raised, such as connection speed and outages 

the main issue raised in this area was the lack of access 

to specialist legal databases. The majority of the lawyers said 

that access to these databases was an advantage to their 

work. Lack of access was mainly due to the cost of acquiring 

these resources. Lack of access affected a lawyer’s ability 

to be able to easily obtain up-to-date, reliable information. A 

major issue for many lawyers, particularly in sole or small law 

firms, is that they do not have the electronic information available 

to them to undertake research effectively. 

Finally simple changes can be made to make undertaking 

electronic research for lawyers more pleasurable. Eye strain 

through looking at a computer screen for hours on end was 

raised as in issue. 

6. Recommendations 

Rather than decisions on what electronic resources to subscribe 

to being made by the partners or senior members of a 

18 19


work place, giving the lawyers who are the most experiencesd 

and trained in using these resources a say in what electronic 

resources, if any, to subscribe to would be beneficial to a 

workplace. 

Most lawyers are open to undertaking training but the 

reality of trying to fit this into their busy work lives means that 

it doesn’t happen. In accordance with Eells (2008), providing 

lawyers with online training courses that they can undertake 

at a time that suits them in their own office may mean that 

they are more likely to do so. 

The importance of having courses tailored to their level of 

computer expertise and specific to areas that are relevant to 

them was a major factor for several lawyers in undertaking 

them. 

Even though age and background experience were found 

to be contributing factors to undertaking electronic research, 

this study has shown that cognitive style is also a major factor 

in learning new skills, with several of the more senior lawyers 

saying that they would be open to learning electronic skills. 

Providing services tailored to addressing their needs and 

level of ability is important. 

As the issue of continuous updates was raised as an issue 

by several lawyers, making sure that lawyers have the option 

to attend refresher training courses is important to keep them 

up-to-date. 

The advantages of using high quality electronic resources 

was raised as very important to law firms as it was seen to 

provide clients with a faster more efficient service. Law firms 

could allocate one computer proficient member of staff the 

role of ensuring that members of that workplace are obtaining 

References 

Bryman, A. (2008). Social Research Methods (3rd ed.). 

Oxford: Oxford University Press. 

Chawner, B. (2008). Spectators, not players: information 

managers’ use of Web 2.0 in New Zealand. The Electronic 

Library, 26(5), 630-649. Doi: 10.1108/02640470810910666 

Childers, S. (2003). Computer literacy: necessity or buzzword? 

Information Technology and Libraries, 22(3), 100-106. 

Eells, L.L. & Jaguszewski, J.M. (2008). IT competence for all: 

propel your staff to new heights, Technical services quarterly 

25(4), 17-3. DOI:10.1080/07317130802128015 

Eveland, J.D. (1986). Diffusion, Technology Transfer, and 

Implementation: Thinking and Talking About Change. Science 

Communication, 8, 303. Doi: 10.1177/107554708600800214 

Goad, T. (2002). Information literacy and workplace performance 

(1st ed.). Westport, CT: Quorum Books. 

Jacobson, T & Fusani, T. (1992). Computer, System, and 

Subject Knowledge in Novice Searching of a Full-Text, 

Multifile Database. Library and Information Science Research, 

14, 97-106. 

Ingwersen, P. (1992). Information Retrieval Interaction. 

London: Taylor Graham. Retrieved 25 August 2013 from http:// 

the legal resources and training that they require. They could 

construct a list of relevant resources. This means that rather 

than several lawyers spending time looking for resources, one 

is doing so and sharing their results with everyone. 

Although products purchased through the specialist databases 

can be tailored to fit specific budgets, cost was raised 

as a major factor by several participants. It appears that many 

lawyers are not getting access to legal information that is very 

important to them because of this. Options could be explored 

to see if there are any viable alternative methods to access 

these databases. 

There are additional functions available through a computer 

that many lawyers may not be aware of. For example 

there are functions on a computer to aide users with visual 

impairments. Familiarising members of a workplace with 

these tools may make their physical interactions with the 

computer more enjoyable. 

7. Areas warranting futher study 

This study has looked at the factors influencing the use of 

online research resources by lawyers. Further study needs 

to look at strategies and training methods required by lawyers 

and their employers to improve these skills. A future 

study could focus on a wider scale survey of lawyers in New 

Zealand using a quantitative approach. The themes identified 

in this current research could provide the basis for the 

questions asked. 

pure.iva.dk/ws/files/31047349/Ingwersen_IRI.pdf 

Ingwersen, P. & Jàrvelin, K (2005). The turn: Integration 

of information seeking and retrieval in context. Dordrecht: 

Springer. 

Palmquist, R.A. & Kim, K. (2000). Cognitive style and on-line 

database search experience as predictors of Web search performance. 

Journal of the American Society for Information 

Science, 51(6), 558-566. 

Pearson, G.R. (2008). An Exploration of the Database 

Search Behaviour of Law Librarians and Lawyers. Wellington, 

New Zealand: Unpublished MLIS research project, Victoria 

University, Wellington. Retrieved from http://hdl.handle. 

net/123456789/1721 

Price, K. (2006). Training offers a Passport to IT success. I T 

Training (Dec2006), 9. 

Robinson, K. M. (1997). How lawyers search when no one 

is looking: A transaction log analysis study to evaluate the 

educational needs of the legal profession. New Zealand Law 

Librarian, 3 (3 & 4), 86-109. 

Rogers, E. M. (2003) Diffusion of innovations (5th ed.). New 

York: Free Press. 

Information-seeking to support wellbeing: report of 

a study of New Zealand men using focus groups 

Peta Wellstead PhD 

Freelance Information Services, Nelson, New Zealand 

This paper reports part of an ongoing study exploring the information behaviour of New Zealand men during 

periods of diminished health and wellbeing. Focus groups were used for this iteration of the study. Results 

indicate that New Zealand men face both personal and structural constraints to their information-seeking 

during periods when their health and wellbeing may be compromised. Men use a variety of strategies to support 

their information-seeking during these times. These processes are usually not linear and oftentimes 

unsuccessful. The men reported that women are often key partners in their information-seeking experiences. 

This study highlights that service providers need to develop more effective information delivery 

mechanisms and support services for men. These services need to be appealing to men and reflect men’s 

information-seeking preferences. The role of LIS professionals in supporting this endeavour is discussed. 

Résumé: Peta Wellstead is a LIS practitioner who conducts research projects in partnership with the community 

sector. Her PhD examined the everyday life information needs of men experiencing periods of diminished wellbeing. 

She is now consulting to the Mental Health Foundation of New Zealand working on a similar project. Peta has consulted 

widely to government and community agencies who seek to inform the community about health and wellbeing. 

Keywords: information-seeking, information behaviour, men, wellbeing, everyday life information, focus groups, 

research methods in LIS. 

1. Introduction 

There exists within both government and community services 

throughout the developed world considerable expertise 

for measuring health behaviours and other social outcomes 

for the population. This work is routinely undertaken and the 

findings are widely reported. (For examples of the enormous 

array of international organisations reporting responses 

and analysis of national social surveys see http://www.melbourneinstitute.com/hilda/links.html). 

Response to this social 

analysis is often the development of information products 

and co-existing services to inform the community of how 

changing behaviour and lifestyle choices can lead to better 

personal, family, and community outcomes, including better 

health and increased wellbeing. 

Notwithstanding this large scale investment in community 

information campaigns, particularly social marketing 

initiatives, there is often poor uptake of help and support 

by men who need it. A large number of studies over many 

decades have shown that men are less likely that women to 

seek help when experiencing periods of poor wellbeing, and 

across the life-span more generally (as examples see, Case, 

2007; Connell, 1999; Ek, 2013; Mackenzie, Reynolds, Cairney, 

Streiner, & Sareen, 2012; Mahalik, Good, & Englar-Carlson, 

2003; McMullen & Gross, 1983; Mechanic, 1978; Palsdottir, 

2005; Wellstead, 2011). This research shows that the outcome 

of these low levels of uptake of information, help and support 

by men is poor health and diminished wellbeing. 

In response to concerns about men’s information-seeking 

to support wellbeing, the Mental Health Foundation of New 

Zealand undertook a national study to gather data from men 

about their behaviour in this domain. Measurement of health 

behaviours and social outcomes for the population has provided 

data on what New Zealand men were not doing in terms 

of improving their health and wellbeing (e.g. not visiting health 

care providers etc). The aim of this study was to find out more 

about what “average men” were doing in everyday life situations 

in terms of their information-seeking and use of health 

services. We were also keen to ascertain what men might do 

differently in terms of the their information-seeking if information 

and services were provided in novel and innovative ways. 

Gathering these data was considered a necessary step to 

equipping service providers in New Zealand (and elsewhere) 

with more knowledge about ways to develop information 

products and services that are more appealing, better targeted, 

and more “user-friendly” for men. The main purpose of 

the study was the hope that this knowledge will translate into 

wider uptake of such services and improved health outcomes 

for men. 

2. Context and Rationale 

New Zealand is an island nation in the South Pacific with 

almost 4.5 million people. New Zealand is, in law, a bicultural 

country; 67.6 percent of the people have European heritage, 

14.6 percent belong to the Māori indigenous population. New 

Zealand is also a country of migrants; 22.9 percent of people 

in New Zealand were born overseas. For people born overseas 

who live in New Zealand, the most common birthplace 

is England (Statistics New Zealand, 2013). The laws, customs 

and social norms of New Zealand society as a whole are 

strongly based within English traditions and history, although 

re-engagement with Maori traditions and culture has been an 

aspect of New Zealand civic life since the 1980s (Government 

of New Zealand, 1988). 

The Health of New Zealand Adults 2011/12 survey (New 

Zealand Ministry of Health, 2012a) confirmed ongoing differences 

between men and women in health status, health 

20 21


seas who live in New Zealand, the most common birthplace 

is England (Statistics New Zealand, 2013). The laws, customs 

and social norms of New Zealand society as a whole are 

strongly based within English traditions and history, although 

re-engagement with Maori traditions and culture has been an 

aspect of New Zealand civic life since the 1980s (Government 

of New Zealand, 1988). 

The Health of New Zealand Adults 2011/12 survey (New 

Zealand Ministry of Health, 2012a) confirmed ongoing differences 

between men and women in health status, health 

behaviours and health service use. The survey reports that 

while men have poorer health than women in many areas they 

are less likely than women to have visited a primary health 

care provider, practice nurse or dental health care worker in 

the past year. 

Of particular concern for the health and wellbeing of the 

New Zealand community is that, while New Zealand women 

have higher rates of diagnosed mental health conditions and 

reported psychological distress, New Zealand men commit 

suicide at very much higher rates. There were 380 male 

suicide deaths (17.0 deaths per 100,000 male population, 

age-standardised) in 2010. In the corresponding period there 

were 142 female suicide deaths (6.4 deaths per 100,000 female 

population, age-standardised). The ratio of male to female 

suicide death rate was 2.7:1 in 2010. In the age range 15-24, 

the elevated rate of male suicide is even more obvious with 

23.8 deaths per 100,000 population (New Zealand Ministry of 

Health, 2012b). Older men also experience high rates of suicide 

showing the highest rate per 100,000 than any other age 

group in New Zealand. In the year to June 2014, 29 people 

over the age of 80 took their own lives; 24 were men (Blundell, 

2015) 

3. Method 

The study was conducted using data from a pilot study 

(Wellstead & Norriss, 2014) as a major tool for development 

of the research instrument and recruitment. Two hundred 

and eighty two (282) men took part in the pilot study. They 

completed a voluntary opt-in survey that was available online. 

Notwithstanding wide publicity, and that stakeholders in the 

Maori and Pacific Islander community were made aware of the 

survey only 17 Maori men (6%) took part in the pilot study. The 

participants were predominantly of New Zealand Anglo Saxon 

background. They were also mostly middle-aged, well-educated 

salaried professionals with above average incomes. 

This sample bias was a major limitation of the pilot study. It 

was clear that further work was needed during the main study 

to engage with a wider cohort of New Zealand men in terms 

of their information-seeking to support wellbeing. 

The research instrument for the national study was developed 

using SurveyMonkey. Links to it were put on the social 

media sites of many community organisations. To increase 

participation of a more diverse group of men a wide-scale 

marketing campaign was undertaken and employer groups 

were engaged to support uptake of the survey by their staff. 

Farmers, construction workers, and Maori men’s groups 

were a particular focus of this marketing. New Zealand has a 

plethora of regional newspapers that are widely regarded as 

tools for disseminating local news and opportunities. Many of 

these regional newspapers ran advertorial pieces about the 

research project and community radio also supported it with 

advertising and interviews. 

The questions in the survey were divided into four major 

categories: demographic data, availability of social support, 

information-seeking behavior and two free text questions 

soliciting information about strategies that could be adopted 

to improve the health and wellbeing of New Zealand men 

(see, Wellstead, Kovacic, & Norriss, 2015). 

Four focus groups were also held (after the online survey 

closed) to gather data from harder to reach groups: construction 

workers, Maori men, and older men. The researchers 

undertook a purposive recruitment strategy for the focus 

groups using personal and professional networks. 

This paper reports data from the focus groups. 

Data was collected in the focus groups using the notion of 

situation – gaps – uses in information-seeking. This tool has 

been widely used in the sense-making models developed 

and used by Dervin (see, Dervin, 1983/2000, 1998; Dervin & 

Foreman-Wernet, 2003). It has been widely used by many 

other scholars over many decades to explain the dilemmas 

of the information-seeking experience (see as examples, 

Chatman, 1991; Gaston, Dorner, & Johnson, 2015; Savolainen, 

2000; Wellstead, 2011) 

Sense-making focuses on how humans make and unmake, 

develop, maintain, resist, destroy, and change order, structure, 

culture, organisation, relationships, and the self. The 

sense making theoretic assumptions are implemented 

through a core methodological metaphor that pictures the 

person as moving through time-space, bridging gaps and 

moving on (Dervin, 2003, p. 332). 

4. Recruitment, participants and context of 

study 

4.1 Recruitment 

The national farmers’ association in New Zealand, a major 

construction company, Maori men’s groups, and personal 

networks were engaged to assist with the recruitment drive 

for the focus groups. A group of older men who are part of a 

MenNZ Shed were also invited to take part (for more information 

see about MenNZ Shed see http://menzshed.org.nz/ 

about-us/what-is-a-shed/). A total of 41 men took part in four 

focus groups. 

The human resources department of the construction 

company marketed the focus groups widely to staff at their 

two major employment hubs. This company was keen to 

use de-identified data from the study in order to build more 

effective support strategies for their male employees. Staff 

were offered time-off work, transport and lunch as incentives 

to take part. Recruitment in one of these hubs provided 

enough participants to take part in two focus groups (n=17). 

Recruitment at the other hub failed to illicit participation from 

enough men to hold a group in that city. 

Recruitment of young Maori men (n=14) was undertaken 

using personal networks within the research team and as a 

“add-on” to another project with a captive audience. 

Recruitment from the MenNZ Shed (n=10) was also 

undertaken using personal networks and a somewhat 

captive audience. Many men who attend “shed” activities 

are empowered to improve the health and 

wellbeing of men (often as a result of periods 

of poor health and wellbeing themselves) and 

those that took part in the focus group were 

keen to support this endeavour. 

4.2 Participants 

The participants in the focus groups ranged 

in age from 18 to 89 (the 89 year old was turning 

90 the week after the focus group). Most participants 

were in a relationship and had children. 

Most stated their highest level of education 

as secondary or trade. Only four men in the 

groups had a degree level qualification and one 

had an honours degree. These demographic 

details reflect the make-up of New Zealand 

society overall. New Zealand is a socially conservative 

country where farming, forestry and 

construction are major industries. These industries 

are major employers of men throughout 

the country. Degree qualification was relatively 

rare until recent time. A large proportion of 

the participants were construction workers for 

whom a trade qualification is the normal route 

to employment, even for those who move into 

management positions. Maori men face considerable 

educational disadvantage and their educational 

status reported here reflects this. 

Being a socially conservative country a large 

proportion of the community live in relationships 

with children. The participants in the focus 

group conform to this norm. Twenty nine (29) 

of the forty one participants (41) indicated that 

they were in a relationship and thirty four of the 

these men had children. A number of the Maori 

men indicated that they had children but were 

not in a relationship. This is a common pattern 

of life for young Maori men. Teenage pregnancy 

is high in the Maori community and the children 

from these pregnancies are often raised by 

their mother and her extended family (whanua) 

rather than within a marriage type relationship. 

Table 1. 

Shed 

Demographic Data for Men from MenNZ 

Table 2. 

Table 3. 

Demographic Data for Construction Workers 

Demographic Data for Maori Men 

4.3 Conducting the groups 

Two of the focus groups (Maori men and 

older men) were held in regional centres. The 

construction workers’ focus groups took place 

in a major city. The groups for construction 

workers and older men were facilitated by the 

lead researcher (female) and a male member 

of the steering group for the research project 

(“Tom”). A Maori member of the research team 

(male) and “Tom” conducted the focus group 

with the Maori men. 

At the beginning of each group the participants 

were given a “sign-in” sheet where they 

22 23


were asked to record their age, relationship status, if they had 

children and their highest level of education. These data were 

collected to provide a snapshot of the lives of the participants 

(see section 4.3) and as comparative data with men who took 

part in the online survey. 

Participants were also provided with a graphic representation 

(illustrated in Figure 1) of the notion of situation – gaps 

– uses in information-seeking that is at the heart of sensemaking 

theory. 

Figure 1. Savolainen, R. (2000). Incorporating small parts and gap 

bridging: two methodological approaches to information use. In L. 

Hoglund & T. D. Wilson (Eds.), New review of information behaviour 

research: information seeking in context (pp. 35-67). Cambridge: Taylor 

Graham (p. 43). Used with permission. 

This graphic representation of the gap and bridge building 

in the information-seeking experience was used to encourage 

the participants to think about “gaps” they had faced in their 

own information-seeking experiences. “Tom” shared his “gap 

and bridge building” story to illustrate how this mental model 

can assist men to see their way forward during what are oftentimes 

daunting informational crises. He presented his story in 

the following way: 

• Facing the gap (scary!) 

• Building the bridge (hard!) 

• Finding support (letting others in!) 

• Moving forward (resolution/skills development). 

After presentation of the visual representation of “the gap” 

and the personal story of “Tom”, the female co-facilitator 

invited the participants to discuss their information-seeking 

during periods of diminished wellbeing. As would be expected 

the conversation about their information behaviour was not 

linear as men “chimed in” with comments in response to other 

mens’ stories. Notes were taken throughout the discussions. 

5. Results 

Data from the focus groups were analysed using a thematic 

approach. These themes showed four major categories of the 

situation – gaps – uses model: 

• personal barriers to seeking information and support; 

• structural barriers to seeking information and support; 

• the role of women in assisting bridge building to information 

and support; and 

• the role of supportive environments in building the 

bridge. 

Oftentimes, these themes were operating in tandem as the 

narrative below demonstrates. 

A significant finding from the four groups was that the men 

who participated had gaps in their knowledge about suitable 

pathways to information, help and support when they experienced 

periods of diminished wellbeing [Theme 1]. These 

periods of diminished wellbeing [the situation] included 

unemployment, geographic relocation, physical ill-health, 

parenting issues, separation and divorce, transition to retirement, 

death of a spouse, and significantly, over-work. 

Many men, especially the younger construction workers 

who took part, mentioned this over-work in heart-felt terms 

[Theme 2]. They expressed the impact on their wellbeing of 

the constant need to make choices about their workload and 

commitment to their employers to work longer hours to get 

their jobs done, and their ever demanding family responsibilities 

at home. Younger men talked about this in terms of the 

(perceived) differences in this struggle for themselves and the 

lack of it for their fathers. “Dad just went to work, he did not 

have to do all the home stuff I have to do. It seemed easier for 

him” (construction worker, group 1). In terms of seeking help 

and support to better manage these dilemmas most participants 

were at a loss to articulate what that help and support 

might be, and how their conflicting roles might be better 

managed so that their wellbeing could be enhanced. There 

was a general view that I in terms of the pressures they faced 

balancing their work and family life they just had to ‘suck it up’ 

and manage the best they could. There was a level of resignation 

that this was just how it is for men. This response was 

quite palpable within the groups. 

Older men too talked about the struggle to balance work 

and home after retirement [Theme 2] but in inverse terms. 

Many of these men missed their work and found themselves 

as a fifth wheel at home in a domestic space where their wife 

was in-charge and the gate-keeper. This had considerable 

impact on their feelings of self-worth and wellbeing. Many 

of these men where “the fathers” mentioned above by the 

younger workers. These older men had not contributed to the 

domestic load during their working lives because that was the 

domain of women [Theme 2]. On retirement the men had difficulty 

coping with their at-home life and expressed considerable 

resentment at their loss of autonomy and independence. 

Many acknowledged that this was a source of diminished 

wellbeing. That said, however, a number of the men admitted 

enjoying the change of pace and the opportunity to learn new 

skills by engaging with new sources and styles of information 

and support [Theme 1]. Several were taking part in cooking 

classes arranged by the diabetes education nurse who made 

contact with The Shed as a way of connecting with men at 

risk. Most participants in the group admitted that they had 

no cooking or domestic skills at all and needed support from 

women to learn these new skills “in case I am on my own 

later” [Theme 4]. And, likewise, many were prompted to get 

involved in these new information-seeking experiences (at the 

MenNZ Shed and elsewhere) after prompting and encouragement 

of their wives and daughters [Theme 3]. 

The young Maori men also articulated the need for proding 

and prompting, often from women (wives, mothers, aunties) 

[Theme 3] and word of mouth from peers, to get them to take 

steps to improve their wellbeing. They too reported that they 

had gaps in their understanding of what they could do and 

where they might “build bridges” to the supports they needed 

[Theme 1]. Significantly, periods of diminished wellbeing for 

them were similar to the older retired men. For these Maori 

men wellbeing was very much linked to feelings of usefulness 

and purpose [Theme 2]. Once they found a place [the dive 

school that supported the focus group] where they discovered 

they could learn new skills (even basic literacy), improve 

their employment opportunities and bond with other men in 

a shared experience their wellbeing increased [Theme 1]. In 

this supportive environment they also admitted to being more 

receptive to information about sources of help and support 

that could improve other aspects of their lives [Theme 4]. 

This finding supports other research that shows that higher 

life satisfaction may motivate greater willingness to engage 

in preventive health care and behaviours (Kim, Kubzansky, & 

Smith, 2014). Periods of transition appear to have particular 

impact on perceptions of wellbeing for men and place them 

at risk of poor wellbeing. But, somewhat counter-intuitively, 

these periods of life also provide opportunities for personal 

growth and enhanced wellbeing if this unsettledness can lead 

to motivation to action [Theme 4]. 

A large body of the responses indicated that the men 

believed that there are structural barriers to them “building 

the bridge” [Theme 2] that would lead to information and 

support. These included the aforementioned over-work, the 

availability of primary health care at a time that fits with their 

working lives, and the cost of such care. But the men were 

also willing to admit that the barriers were often of their own 

making [Theme 1] and that they used avoidance strategies as 

justification for the reasons that did not seek out information 

and support during periods of diminished periods of wellbeing. 

One finding of considerable concern was that they had 

received what they perceive to be poor, or inappropriate, help 

and support in the past [Theme 2]. This research, in all its iterations 

(pilot study, national survey, and now focus groups) has 

provided this same data. That is: many men perceive that they 

have not received the care and support they needed in the 

past, and were reluctant to “go there” again. Strongly linked 

with this concern was “getting into the system” and “getting 

onto the medication merry-go-round” [Theme 2]. 

6. Limitations 

There are two significant limitations to the study. 

The first was the difficulty in recruitment and attracting a 

diverse pool of men to be involved in the groups. Attempts to 

recruit a group of farmers to take part in a focus groups was 

not successful, notwithstanding significant personal networks 

that were employed to assist with recruitment throughout the 

farming sector. [Significantly, farmers were the largest group 

of participants in the online survey]. Two of the research team 

who had extensive personal and professional networks in 

the “world of men” in two major cities but were also unsuccessful 

in their attempts to convene focus groups within these 

cohorts. 

The second limitation was that many of the men who did 

attend did not “participate”. Getting the men to verbally communicate 

their experiences during the conduct of the groups 

was a significant challenge. Many of the participants were 

reluctant to share their experiences at all. 

It is reasonable to presume that these two limitations are 

linked in that men did not offer to participate in the groups 

because they did not want to speak publicly about their information-seeking 

behaviour, or about the events that led them 

to believing that they needed help and support. 

New Zealand men, in the main, are not expressive 

about emotional or personal matters. This presents considerable 

challenges in engaging them using focus 

groups to gather data about their health and wellbeing. 

7. Conclusion 

This attempt to further our understanding of information-seeking 

behaviour by New Zealand men during periods 

of diminished wellbeing by using focus groups has had some 

success and some failures. It is clear that the data that was 

collected confirms the results of the survey data for this study 

and its pilot (Wellstead et al., 2015; Wellstead & Norriss, 2014). 

It shows that New Zealand men face both structural and 

personal barriers to accessing information and support. The 

results also suggest that when men are in supportive environments 

where their self-worth and wellbeing are enhanced 

they are more likely to engage in other preventative health 

initiatives and self-care. The role of women as mentors in their 

information-seeking experience is also significant. 

We have shown that focus groups provide some opportunities 

to engage men about their health and wellbeing. In conclusion 

however, it is noted that, as with other hard to reach 

groups, recruitment to the groups and input to them once in 

attendance present significant obstacles to the quality of the 

data that was collected. A strategy that employs more of an 

overt information delivery model for the groups, with time for 

personal reflection and sharing of personal stories, may go 

some way to encouraging more input from participants. The 

impact of peer-based learning through focus groups has been 

suggested by others (Ndumele, Ableman, Russell, Gurrola, 

& Hicks, 2011). Developing a robust model for information 

delivery and sharing during groups seeking to elicit data 

about men’s information-seeking behaviour during periods of 

diminished wellbeing may produce more data from a wider 

range of men. 

On reflection, and discussion amongst the research team, 

it is clear that many of the men came to the focus groups to 

learn more about health and wellbeing strategies rather than 

to contribute information about their own experiences. The 

use of the researcher “Tom” who had a story of his own to tell 

assisted in part to this dilemma, and further use of this strategy 

may have enhanced participation. A significant finding from 

the study was that the men who attended the groups were 

information-seekers. They wanted more information about 

strategies they could employ to improve their wellbeing. They 

had not reflected previously on their own information-seeking 

behaviour so “sat-out” during the discussions, wanting to 

listen to the stories of others. This provided unexpected data 

in terms of what men might need. Quite simply, more information! 

Those of us who work in the information-delivery 

environment at the community level may be surprised by this 

given the plethora of social marking initiatives curently extant 

that provide advice about matters of health and wellbeing, 

and the investment in them. 

24 25


It is essential that services attempting to provide help and 

support to men understand more about men’s information 

needs and pathways to care. LIS professionals should work 

with these agencies to support their information delivery 

functions. This could be achieved by a re-engagement with 

the delivery of everyday life information by LIS professionals 

to ensure that those people who do not visit libraries have 

access to better quality information at a variety of community 

venues LIS professionals should work with these agencies to 

support their information delivery functions (for discussion 

see, Wellstead, 2010). This is especially the case for information 

about health and wellbeing. In conclusion it is worthwhile, 

perhaps, restating the premise made at the beginning 

of this paper: Notwithstanding large scale investment in community 

information campaigns, particularly social marketing 

initiatives, that provide information about initiatives to support 

health and wellbeing, these information campaigns are not well 

targeted. As a consequence resources are wasted and there 

is often poor uptake of help and support by men who need it. 

aspx 

Wellstead, P. (2010). Delivery of everyday life information: 

opportunities and challenges for the library and information 

profession in Australia. Australian Library Journal, 59(3), 

95-107. doi: 0.1080/00049670.2010.10735995 

Wellstead, P. (2011). Information behaviour of Australian 

men experiencing stressful life events: the role of social networks 

and confidents. Information Research, 16(2). http:// 

information.net/ir/16-2/paper474.html 

Wellstead, P., Kovacic, Z., & Norriss, H. (2015). Social support 

as a factor in the wellbeing of New Zealand men: who 

men ask for information and help, who they don’t, and why 

it matters. New Zealand Library and Information Management 

Journal, 56(3), 23-32. 

Wellstead, P., & Norriss, H. (2014). Information-seeking 

to support wellbeing: A pilot study of New Zealand men. 

International Journal of Wellbeing, 4(2). http://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/240 

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Forman-Wernet (Eds.), Sense-making methodology reader: 

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Census/2006CensusHomePage/QuickStats/AboutAPlace. 

Amplifying diverse voices: Collaborating and 

combining staff expertise to improve access 

and promote Auckland Libraries’ zines 

Angeline Churnside; Hamish Noonan 

Auckland Libraries’ librarians provide an account of a project begun in 2014 to improve access to the Auckland 

Libraries zine collection through a collaborative and interdepartmental cataloguing project. The parameters of the 

project and some of the observed outcomes are described. This article is based on a lightning talk and accompanying 

zine presented at LIANZA Shout! 2015. 

Introduction 

In 2014 a project was initiated to create better access to 

Auckland Libraries’ zine collections. Represented within this 

richly varied collection of self-published little magazines or 

‘zines’ are voices spanning the breadth of varied Auckland 

varied communities; voices beyond the mainstream from 

vegans to punks to cross-stitch enthusiasts. The goal of the 

project was to amplify these voices by working collaboratively 

to create better access to this collection. In this article, we 

discuss what zines are, why collect them, how we made zines 

more accessible at Auckland Libraries, and some of the outcomes 

to date. 

• What are zines and why collect them? 

Freedman (2008) has defined and described zines as: 

“self-publications that generally have small, self-distributed 

print runs, are free of paid advertisements, are motivated by 

a desire to contribute their knowledge or experience to their 

community (anarchists, art girls, isolated teenagers, mamas, 

punks, wrestling fans, etc.), and do not have a masthead. Not 

every zine fits every criterion I have listed, because that is how 

zines are. They defy even the rules that define them” (p. 231) 

Many articles have discussed in depth why to collect 

zines. Some particularly helpful reading at the earlier stages 

of establishing a collection include Gisonny and Freedman 

(2006), Bartel (2003), Hubbard’s (2005) case study of three 

public libraries, and a local example from Poulopoulus and 

Clarkson (2008) on Wellington City Library’s collection. An 

important and oft-echoed reason to collect is that zines represent 

a diverse range of voices. As Hubbard (2005, p.351) 

notes, zines “serve as a chronicle of the stories, personalities 

and trends that the mainstream media may neglect”. Koh 

(2008, p.48) refers to zine-makers as “disaffected sorts” and 

“marginalised groups”, a sentiment echoed by Bartel (2003, 

p.234), who illustrates further by listing: “feminists, environmentalists, 

anarchists, socialists, racial minorities, gays, lesbians, 

and the poor”. The inherent inclusiveness of a diversity 

of perspective provides an access point for customers who 

see their own subjectivities and concerns reflected. These 

may be teenage users as identified by Thompson (2007) and 

Freedman who states that through zines “young women’s 

voices find a home”, further commenting “now that I have 

read hundreds of zines, I understand how important they are 

in documenting the riot grrrl movement in punk and other 

aspects of third wave feminism” (2009, p.52). This increase 

in representation not only has immediate benefits, but also 

in the longer term builds a wide range of documentation for 

local history collections: “they provide some of the only print 

content on activist activities like marches and civil disobedience. 

It is libraries responsibility to collect, maintain and preserve 

these records to help future generations understand our 

times” Freedman (2009, p.52). 

Auckland Libraries is already collecting zines, and its staff 

are aware how important this activity is for the communities 

that use the library and for the local stories they document. 

The uniqueness of the Auckland Libraries’ collection is that 

26 27


the scope of the lending collection is mostly New Zealand 

oriented, specifically Auckland, and the New Zealand-only 

scope of Sir George Grey Special Collections. 

• How has Auckland Libraries made their zine collection 

more accessible? 

Auckland Libraries began a zine collection by 

accepting an initial donation of zines from now-defunct 

Auckland gallery and performance space Cross Street Zine 

Library in 2010. The transfer agreement included an assurance 

that the library would keep the collection accessible. 

Initially, this agreement was met by displaying them on the 

ground floor of the Central Library, near the comics and 

graphic novels. Customers could browse the collection, which 

was shelved by size, but it was reference only. Customers 

could search the list of zines provided by the donor, which 

was organised on a Microsoft Excel spreadsheet listing the 

title, author, date, issue number of each zine. This was linked 

from a single record for the collection the on-line catalogue. 

By mid-2014, there were signs indicating the popularity of 

the collection: many of the zines themselves had taken on a 

much-handled appearance, and we had received many more 

donations. The diverse and interesting voices in the zine collection 

clamoured for attention, and it was clear that some 

action was needed. 

Discussions began about the priorities, which we ascertained 

were: 

• to preserve the collection. 

• to provide richer metadata in a finding aid, catalogue 

or database for access to the zines. 

• to make them available to the wider Auckland region. 

• to set up a sustainable process that would deal with 

the current holdings as well as future donations. 

Initially, these conversations were held between the authors 

of this article - Hamish, then a new librarian at the Central City 

branch, and Angeline, from Special Collections at Central City. 

Once we had identified priorities, we began to seek advice 

from the more experienced and senior staff in our teams, 

to find out what scope there was for Auckland Libraries’ to 

improve the existing situation, how we could participate, what 

was known about the reasoning behind the decisions that had 

already been made for the collection, and which other teams 

we might need to engage to create a better situation for the 

future of the collection. 

• Preserve the collection 

Preserving some zines in Special Collections was one part of 

the overall strategy to keep the collection available and accessible. 

Zines are often published in single, limited editions, and 

for this reason quickly become rare items. Rare, older zines, 

and zines perceived fragile due to wear or structure had priority 

for transfer to Special Collections, a heritage department 

within the Central City Library which offers secure, environmentally 

controlled storage for rare and historically important 

items including maps, photographs, ephemera, books and 

manuscripts, and provides reference-only access to collection 

items to customers in reading and exhibition rooms. 

Zines are placed in clear Mylar sleeves, which are open on 

two sides to allow for easy removal, and then stored upright in 

serial boxes on shelves. Archival paper flags are printed with 

the classification and cutter number, placed inside the cover, 

and then the zines are then filed alphabetically by the cutter. 

They are retrievable by Special Collections librarians and may 

be read in the reading room. 

• Providing richer metadata in a finding aid, catalogue or 

database for access to the zines 

Adding more information to the catalogue beyond the 

spreadsheet was key to improving access to the zines, as it 

would make each individual item searchable and the entire 

collection more discoverable. A survey of a few different 

public library-based zine collections including Wellington 

City Libraries, Vancouver Public Library and San Francisco 

Public Library revealed that institutions approach cataloguing 

zines in a number of ways. Some catalogue them as serials, 

some as monographs; these might be listed in either bespoke 

databases or general catalogues. Though this paper focuses 

on the approach Auckland Libraries took, we note that our 

process was informed by investigating these other public 

libraries, and by reading the advice and experience of librarians 

who engaged directly with issues of access and cataloguing 

zines in such as Freedman, Kauffman and Morrone 

(2014), Freedman (2008), Koh (2008), Gisonny and Freedman 

(2006), Bartel (2004), and Lymn (2008). 

The challenges of cataloguing zines arise partly due to their 

aforementioned rarity, which means that time-consuming 

original cataloguing is usually necessary. Another challenge 

of zine cataloguing is their characteristic lack of obvious or 

reliable metadata. Author names might change from issue 

to issue or be absent entirely, some zines have no words on 

them, titles are sometimes buried in a mess of words and 

artwork. Koh points out: “classifying zines themselves using 

traditional tools can be difficult because of the frequent use 

of unique content and language” (p.49). It makes it difficult to 

assign standard subject headings. Zines more often use the 

vernacular of the times, while the Library of Congress is slow 

to respond to changes in language usage, particularly with 

regard to marginalised communities (Greenblatt, 2010, p.219), 

(Adler, 2009). An example is ‘queer community’, a regular topic 

of zines for over a decade before it became established as a 

formal LCSH term. Finally, libraries are not at this time able 

to acquire zines through suppliers as with other publications, 

and they are most often acquired through either zinefests or 

personal donations which may come in through customer 

service desks. This uniqueness of zines makes them both fascinating 

and a cataloguing conundrum. 

Our initial enquiries led us to meeting with Auckland 

Libraries’ Manager of Cataloguing and Discovery, who listened 

through these our reading on these ‘conundrums’, our 

priorities, and our desire to work with the Regional Collections 

team on a project to move from the single spreadsheet to individual 

records. Confirming that MARC cataloguing was possible, 

they provided guidance on classifications, keywording 

and other technical aspects of creating a record and we began 

devising our collaborative process. Circulation, Readers’ 

Services, Special Collections other customer-facing staff who 

received the zine donations gather and entered metadata. 

This is entered into a spreadsheet with discrete fields that 

match up to MARC categories including author, publication 

location and dates, and subject headings. While most of this 

may be identifed by staff filling out the spreadsheet, the donor 

also has the option of filling out a form at the time of donation, 

stating the author name, the title, date and place of publication, 

and any other descriptive information. Local subject headings 

are nominated, LCSH may be suggested, and a free-text 

summary field is available if any technical or vernacular keywords 

need to be added. This spreadsheet is exported to the 

library’s ILS, creating preliminary ‘draft’ records that Regional 

Collections team cataloguers use as a foundation upon which 

to build complete entries. The zines are then handed on for 

processing according to whether they are being routed to the 

lending collection or special collections. 

In order to link zines together as a group in a catalogue 

search, Zine is applied both the beginning of the call number 

and as a subject term. The call number also contains the 

author’s surname when known, and their first name when the 

surname isn’t known. For collective and anonymous works we 

use the first letters of the title. 

Auckland Libraries has created six local subject headings: 

- DIY zines, Visual art zines, Political zines, Personal zines, 

Comic zines and Music zines, subdivisions which are versions 

of those used by other institutions such as Wellington City 

Libraries. This allows customers browsing the catalogue for 

particular types of zines to be able to group them together 

easily. They are linked from the zine landing page at www. 

aucklandlibraries.govt.nz/zines and serve as entry points for 

on-line browsers. 

If a librarian or library assistant feels so inclined they can 

make use of a summary field. to provide an abstract - not a 

review - or a few more keywords, or donor or provenance information. 

The inclusion of the summary field enriches records, 

and we speculate may future-proof these records as libraries 

evolve their online catalogues. “It may be that enhancing traditional 

catalogue records with the kind of information more 

typical of a finding aid isn’t so far-fetched. Researchers don’t 

always distinguish among platforms they search, especially in 

a federated search environment” (Freedman, Kauffman and 

Morrone, 2014, p. 24). We feel that this is a germane area for 

further research. 

• Setting up a sustainable process that would deal with 

the current holdings as well as future donations. 

Engaging staff who are zine-makers or readers themselves 

was a key part of making this project sustainable. Lymn 

(2013, p.2) describes the phenomenon of information professionals 

who participate in alternative social communities 

sharing their ‘insider knowledge’ in both their professional 

and social communities. Others note that: “very often it is a 

reference librarian, or even a student or community member, 

who has the big idea to collect little zines at their library” 

(Freedman, 2008, p.238). Indeed at both Auckland Libraries 

and Wellington City Libraries this was the case. According to 

Poulopoulos and Clarkson (2008): “the idea for a collection at 

Wellington City Library was proposed by a staff member and 

zine author who saw an opportunity for a collection at WCL 

to preserve information about the local community.” Many of 

the decisions we made were informed by our insider knowledge 

as members of zine communities ourselves. Zines are 

well-supported within their interest communities but fitting 

them into the broader context of the library takes time. 

Making zines lendable means we can also gather statistics 

on usage, and potentially other data that may enable us to 

make improvements in the future. Collaboration was key, as it 

took a variety of expertise and perspective to truly bring out 

the best of this collection. Additionally, spreading the workload 

means that there can be some flexibility in the personnel 

working on the project. Knowledge of the process is spread 

across various staff members in three teams. 

These are the processes and procedures that have been 

in place since 2014, but this is very much a work in progress. 

We are developing some procedures as we go along, and 

changing procedures where they don’t work or cause too 

much work or confusion. For instance, we are now cataloguing 

some zines as monograph in series, and developing 

policies around uniform and variant forms of titles as well as 

numbering. However, even though this paper describes a story-so-far 

rather than a finished project, we feel that there are 

evident successful outcomes that are worth shouting about 

already. 

• What are some of the outcomes of this project so far? 

Potential for zines to reach a wider audience. As zines 

now have individual records on the catalogue which include 

linked subject headings, there are more chances for patrons 

to come across a zine record when searching the catalogue. 

Customers can request zines free of charge to any of the 55 

libraries in the Auckland region directly from our catalogue. 

Previously our collection was only accessible to the small 

number of customers who could get to the Auckland Central 

City Library. Many of our lending zines are now on Te Puna 

and are available for interloan across the country. 

Zines have greater longevity within the library collections. 

Preservation of a selection of New Zealand titles through 

transfer or accession into the reference-only Special 

Collections, which is. aligned with the Auckland Libraries’ 

guiding document, Te Kauroa, which stipulates we broaden 

heritage collections to reflect the diversity of Auckland 

(Auckland Libraries, 2012). 

Use of zines for research purposes. Visiting class groups from 

local universities have used the zines in Special Collections in 

conjunction with other resources to research a wide range of 

topics from publication design to poetry. 

Encourages work and co-operation between teams and 

allows staff involved to learn about the priorities and strengths 

of other teams. Customer-facing staff have the opportunity to 

expand their skills and learn about cataloguing while being 

supported by experienced cataloguing staff. The impetus 

for what is essentially a cataloguing project came from 

staff in the customer facing and heritage teams, outside of 

the Regional Collections team that oversees cataloguing at 

Auckland Libraries. It was through discussion and the generous 

engagement of our Regional Collections team and our 

managers that the project came into being. We think that 

taking this approach, of initiating discussions and asking how 

we can contribute to a change is true to the DIY (do it yourself) 

spirit of zine-making. 

Auckland Libraries has been able to schedule more programming 

around zines. We’ve been present at several Auckland 

Zinefest market day events where we have signed up new 

members, lent out our lending collection, and solicited donations. 

We have also hosted panel discussions on zines, comics 

28 29


comics and feminism; and run a series of zine-making workshops 

for children and teenagers. By making it clear that 

patrons can contribute to the collection we are moving away 

from a passive consumer model to a collaborative citizen 

space (Jacob, 2014). This is in line with our Te Kauroa which 

stipulates we create interactive spaces for young people 

(Auckland Libraries, 2012). 

We’ve had an influx of donations due to the higher profile 

and outreach efforts. Many donors are now donating 

two zines; one for the lending collection and one for Special 

Collections. 

References 

Adler, M. (2009). Transcending library catalogs: A comparative 

study of controlled terms in Library of Congress Subject 

Headings and user-generated tags in LibraryThing for transgender 

books. Journal of Web Librarianship, 3(4), 309-331. 

Bartel, J. (2004). From A to Zine: building a winning zine 

collection in your library. Chicago, I.L., USA: American Library 

Association. 

Auckland Libraries. (2012). Te Kauroa: Future Directions 2013 

– 2023. Retrieved 10 October 2015 from: http://www.aucklandlibraries.govt.nz/EN/About/Documents/futuredirectionsfull. 

pdf 

Greenblatt, E. (2010). The treatment of LGBTIQ concepts in 

the Library of Congress Subject Headings. Serving LBGTIQ 

Library and Archives Users, ed. Ellen Greenblatt (Jefferson, 

NC: McFarland, 2011), 212-28. 

Freedman, J. (2008). AACR2 – Bendable but Not Flexible: 

Cataloging Zines at Barnard College. In Roberto, K. R. (Ed.), 

Radical Cataloging: Essays at the Front (pp. 231-240). Jefferson, 

N.C., U.S.A: McFarland and Co. 

Freedman, J., Kauffman, R., & Morrone, M. (2014). Cutter 

and Paste: A DIY Guide for Catalogers Who Don’t Know About 

Zines and Zine Librarians Who Don’t Know About Cataloging. 

Informed Agitation: Library and Information Skills in Social 

Justice Movements and Beyond, 221-246. 

Conclusions 

Evaluating and Developing an Information 

Literacy Programme for MBA Students 

Kim Baxter, Business Librarian, Massey University 

Brenda Johnson, Business Librarian, Massey University 

Katherine Chisholm, Business Librarian, Massey University 

The aim of this paper was to show how librarians can make 

the most of an existing zine collection in a library; and secondly, 

how they can work collaboratively and pool the expertise 

of their library staff to do so. Given that zines are so new 

to our public libraries - we are still in the first decade of their 

existence in collections here in New Zealand - we think that 

this is a timely contribution to an ongoing discussion about 

zines. 

Gisonny, K. & Freedman, J. (2006). Zines in libraries: how, 

what and why?. Collection Building, 25 (1) 26-30. 

Hubbard, C. (2005). DIY In the Stacks: A Study of Three 

Public Library Zine Collections. Public Libraries 44 (6), 351-3. 

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to support the comics scene in Aotearoa New Zealand. Paper 

presented at the LIANZA Conference, Auckland, New Zealand. 

Retrieved on 10 August 2015 from: http://www.lianza.org.nz/ 

sites/default/files/Jacob_B_ComicsAlly.pdf 

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a Preservation and Access Strategy. Unpublished Masters’ 

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com/2009/06/octapod-report-for-web.pdf 

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looking than a blog: Adventures in zine collecting at Wellington 

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better_looking_than_a_blog.pdf 

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Zine Collection Can Help You Connect with Young Adults. 

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http://www.tnla.org/?129 

Massey University has the longest continually-running Executive MBA programme in New Zealand which is 

specifically designed for managers who have substantial professional and managerial work experience (Massey 

University, 2016). Studying part time over 25 months, students learn how to be successful in senior leadership 

roles in the public or private sector. Business librarians at Massey University have been involved for more than 

15 years in delivering information literacy sessions for this programme during their orientation weekend. This 

research provides a case study focusing on evaluating the “one-shot” library instruction approach used for 2015 

and 2016 cohorts. Survey data supports findings of other studies that as students transition to postgraduate study, 

embedded and discipline specific library support is needed. 

Keywords: Information literacy, postgraduate students, Master of Business Administration (MBA), information 

seeking behaviour, business education 

Introduction 

This research was undertaken by business subject librarians 

at Manawatū campus to evaluate the library support 

provided to two cohorts of MBA students, and to ascertain if 

additional face-to-face or online support is required. Massey 

University has provided an Executive MBA programme since 

1972. For more than 15 years the Library’s business subject 

librarians have delivered information literacy skills sessions 

and research support to students enrolled in this programme. 

A Library workshop is provided to newly enrolled 

students during their orientation weekend. Students can 

access ongoing research support from the five business subject 

librarians located at Albany, Manawatū and Wellington 

campuses. Asynchronous learning materials are provided 

via the library website and a Moodle community course (for 

each cohort), but are not currently embedded within specific 

papers or assignments, at point of need. 

• Massey University MBA 

Entry requirements for the Massey University MBA programme 

include a selection interview, evidence of previous 

tertiary or professional qualifications and a minimum of five 

years practical work experience which includes managerial 

experience (Massey University, 2016). MBA students study 

in block mode, meaning that they attend a monthly weekend 

class in Auckland, Wellington, Manawatū, New Plymouth or 

Christchurch. In class, adult learning teaching models build 

on and incorporate students’ experience, and discourse 

based pedagogy is used to support learning (Kevany, 2013). 

Learning materials are provided in Moodle. Similar to many 

students who enroll for distance education, their employment 

and study obligations require discipline and commitment to 

complete this postgraduate degree (14 papers and a research 

project). People who enroll for the MBA tend to be mature 

(30 to 50 years) and from different backgrounds (Ruth, 2016). 

Many of these students are returning to tertiary education 

after a long period of time in the workforce (Mallon, 2014; 

Stagg & Kimmins, 2014). 

• The library workshop 

Whilst tertiary or professional qualifications and managerial 

experience are entrance requirements for most MBA 

programmes, this is no guarantee that students will have the 

information literacy skills needed to enable success during 

their first year (Kriflik & Kriflik, 2006). A key motivation to 

undertake this research was the observation that MBA students 

tend to have quite diverse information literacy skills 

– from the beginner level right through to expert searchers. 

Mallon (2014) and Nimer (2009) also noted the differing skill 

levels of older students returning to education. As discussed 

by Hesseldenz (2012), there is an ideal opportunity to provide 

students with an overview of information literacy skills at 

orientation. When planning content to include, we were very 

conscious of focusing on the teaching of information literacy 

skills that we know are important in an academic environment. 

As the workshop is a “one-shot” library class, we were 

keen to ensure that the basic skills were covered, as further 

opportunities to meet with the class were limited. 

Until 2015, the library workshops have been provided 

during the MBA orientation weekend, off campus in conference 

venues in Palmerston North. At these venues, internet 

access was often limited, and equipment was also restricted 

to supporting presentation style lectures or PowerPoint 

demonstrations. Consequently, it was not possible for students 

to practise the skills taught during the library workshop. 

Evidence of student disengagement in class prompted the 

librarians to question the value of continuing to deliver the 

library workshop during the orientation programme – without 

the appropriate technology for students to engage with using 

the library resources. 

In 2015 the MBA Director changed the venue for the library 

workshop, and organized to bus the students to the library 

training rooms at the Manawatū campus. These rooms are 

designed specifically to support information literacy training 

and include computers for workshop style classes. The venue 

change provided the opportunity needed to break from the 

lecture style PowerPoint demonstration approach and create 

new workshop content with an emphasis on teaching transferable 

information literacy skills. These information literacy 

skills included creating search strategies for finding scholarly 

literature, critically evaluating search results and allowing 

time to practise (Stagg & Kimmins, 2014; Quinn & Leligdon, 

2014). A team teaching approach to this workshop was 

taken by the three business subject librarians, as it afforded 

an opportunity to meet and interact with the students, and 

build relationships. This is particularly important when students 

are studying by distance. During this workshop students 

were also encouraged to work in pairs, use computers, 

and were provided with an activity sheet to work through. A 

positive outcome of these changes is that increased student 

engagement was observed during the revised workshops. 

Problem 

The purpose of the research was to improve library services 

for MBA students by 

• evaluating a new workshop 

• assessing client needs 

The key objective was to evaluate the recently re-designed 

“one-shot” library session delivered to the 2015 and 2016 

cohorts. It was important to understand the students’ perspective 

on whether the information literacy skills that were 

covered in the workshop were appropriate for this course. For 

example, given their prior knowledge and experience, should 

the library workshop be focusing on specific resources? In 

30 31

NEW ZEALAND LIBRARY & INFORMATION MANAGEMENT JOURNAL • NGĀ PŪRONGO VOL 56, ISSUE NO. 1 • FEBRUARY/JULY 2016 

support via synchronous face-to-face, or synchronous 

online, or asynchronous via online learning management 

software (Moodle)? We also had concerns about how well 

students recall these information literacy skills at a point of 

need so we identified three questions that were the impetus 

for our research. 

• How does the library session affect their transition to 

post-graduate university study? 

• After the orientation weekend, what follow up teaching 

or support is needed during the first year of study? 

• Do they use the skills gained in the first half of the 

programme? 

The two cohorts surveyed enrolled in 2015 and 2016. By 

including both cohorts in this study, it was possible to compare 

the experiences of students who were at different stages 

within the programme. In their second year, the 2015 cohort 

are working on literature reviews leading up to their research 

reports, so there is an opportunity to embed more support 

on advanced searching skills. The 2016 cohort have completed 

the first semester of study for their first year so there 

are opportunities to align and embed support for using specialized 

databases such as legislation and legal databases at 

point of need within the programme. 

Whilst the findings from our research will primarily help the 

business subject librarians shape their teaching practice for 

these students, they will also be of interest to other subject 

librarians who teach information literacy skills to distance students 

who tend to be older, combining work and study commitments 

whilst enrolled in postgraduate study. 

• Literature review 

This literature review focuses on research articles involving 

MBA, as well as studies of other post-graduate business 

students who sought user feedback on information literacy 

instruction. Research on students’ approaches to information 

searching in general was also considered. The Executive 

MBA, information seeking behaviour/information literacy 

in the workplace, was also of interest in understanding the 

overall context. 

Simon (2009) provides a summary of the literature on 

information literacy instruction for post-graduate business 

students and the characteristics of this group. Business students 

in general are recognised to be very task-focussed and 

less inclined to spend time browsing than their counterparts 

in other social sciences (Simon, 2009). Mallon (2014) further 

identified the key characteristics of executive MBA (EMBA) 

students as being time pressured and their need for flexibility. 

It should be noted that in the U.S. literature, there is a clear 

distinction between the MBA and the EMBA (Mallon, 2014). 

The MBA describes a more campus-based, pre-work or early 

career qualification, whereas the EMBA is aimed at current 

business people. The format of the qualification is quite different. 

Often done as a cohort, the programme is compressed, 

covers meals and sometimes accommodation, and includes 

opportunities for overseas travel and research (Petit, 2011). 

There are inconsistencies in how librarians deal with information 

literacy in MBA programmes. Cullen (2013) notes 

that information literacy doesn’t appear in the requirements 

of the international accrediting body for business schools, 

the Association to Advance Collegiate Schools of Business 

AASCB (AASCB 2012, cited in Cullen, 2013). This lack of recognition 

is not unfamiliar to librarians, and Cullen (2013) refers 

to the difficulty of persuading Business Schools of the value 

of information literacy instruction. Employers however, have 

been shown to value information literacy, even if the phrase 

is unfamiliar to them (Head, Van Hoeck, Eschler, & Fullerton, 

2013). 

Many of the studies dealing with information literacy and 

MBA students emphasised a range of online, point of need, 

or self-paced resources (Quinn, & Leligdon, 2014; Slavin, 

2015; Mallon, 2014), as well as expert assistance through 

face to face classes or individualised consultations (Mallon, 

2014). Relevant ways of learning such active learning (Quinn, 

& Leligdon, 2014; Mallon, 2014), and problem or case based 

learning (Cullen, 2013) were felt to be most appropriate for 

this group of students. Offering a range of ways for students 

to access information was crucial– flexibility and diversity to 

maximise students’ chances to learn the skills to succeed not 

only in their academic studies, but also in their business activities 

which is these students’ key motivation. 

It is important to note that it may be some years since MBA 

students completed previous tertiary study, and for some the 

academic environment is completely new. Stagg and Kimmins 

(2014) applied the discussion of skills development in students 

completing their first year in Higher Education (FYHE), 

normally applied to the undergraduate transition to HE, to 

first year coursework postgraduate students (including MBA 

students). They found in their surveys that there was little 

difference between undergraduate and postgraduate FYHE 

in their information seeking behaviours and support needs. 

Both groups were found to have low confidence in locating or 

evaluating academic information. 

Hesseldenz (2012) notes the importance of a general library 

orientation session for these students when transitioning to 

postgraduate studies. However if this is the students’ only 

chance for information literacy instruction, this is likely to be 

inadequate. According to Merz and Mark, (2002) the “oneshot” 

class has always been the most common form of information 

literacy instruction in universities. Whilst a “one-shot” 

class can have a positive impact on students’ information 

literacy competencies (Hsieh, 2010), a study by Spievak and 

Hayes-Bohanan (2013) identified that increased use of library 

services was a long-term effect of a one-shot class. Mery, 

Newby, & Peng, (2012) believe however, that more sustained 

instruction over time is more effective in building confidence 

and competence. 

The current study is part of a larger body of literature 

assessing information literacy instruction interventions for 

business students with the aim of strengthening student 

capabilities in this area. It appears to be the first published 

study on New Zealand MBA students and their diverse information 

literacy competencies and support needs. 

• Study design / approach 

Theory influenced this research at all stages. An evidence 

based approach was taken during the initial stages of the project. 

Methods and findings from previous studies were examined, 

including recent surveys at Massey University: 

• Researcher support library needs analysis (2015) 

• Library staff training needs analysis (2016) 

• MBA programme orientation evaluation form (2016) 

An experiential learning approach was used in the design 

of the new workshop, including the eight elements of the 

Massey University Library Teaching Model - Face-to-Face: 

Connection, Context, Collaborative, Structured, Learnercentred, 

Demonstration/Modelling, Active Learning, 

Interaction, Reflection (student). 

The learner-centred approach is also reflected in the 

research methodology. The research began with the collection 

of data rather than the formulation of a hypothesis. An 

inductive approach was taken, putting assumptions aside, 

focusing on the students and their experiences – to explore 

“what’s going on?” for them. Figure 1 provides an overview 

of the methodology, which can be described using the stagegate 

model (Cooper, 2008 & 2014) used widely in the business 

industry: 

Figure 1 Overview of Methodology 

The Discovery stage began with identifying a research 

problem. In January 2016 the Manawatū Campus business 

subject librarians agreed to work as a team on the research. 

In February, the focus of the research was confirmed after 

consultation with the Associate University Librarian Client 

Services. Knowledge of the strategic direction, goals and 

library planning was crucial at this stage. In March, after further 

consultation with the Library Information and Research 

Services Manager, and the MBA Programme Director, the 

research questions were agreed. 

In the Scoping stage data and methods were explored 

during April. All possible sources of data available at Massey 

were considered. As the students are part time, distance 

learners, and have access to technology, an online questionnaire 

was selected. Qualtrics - available for staff at Massey - 

was used to develop the survey instrument. Qualtrics allowed 

us to create an online survey that would work for computers 

as well as mobile devices – suitable for the students. Figure 2. 

In building a business case ethics processes for professional 

staff at Massey were followed and the research was approved 

by the management team as low risk in May. This meant that 

the researchers were responsible for ethical conduct. 

In the Development stage the online survey underwent redesign 

numerous times. See Appendix 1 for survey questions. 

The survey consisted of five sections: 

• Demographics 

Five categories: Gender; Age; Ethnic group; Prior study;# 

years working as a manager 

• Before starting the MBA – confidence with research 

skills 

Nine skills & free text box: Searching business databases; 

Using keyword searching; Creating an advanced search; 

Finding the full-text of journal articles; Identifying academic 

(scholarly, peer-reviewed) journal articles; Using e-books; 

Searching Google Scholar; Using self-help information; 

Consulting an information professional / business librarian) 

• Doing the MBA now – confidence with research skills 

Nine skills as above & free text box 

• Further library support 

Seven options & free text box: Databases on specialist 

business information; Newspaper databases; 

Law databases; Identifying the key journal articles 

and authors on a topic; Saving searches and setting 

up alerts in databases; Reference management software; 

Policies, Procedures, Regulations, Statistics & 

Reports: technical, research & annual 

• Access to library support 

Six options & free text box: Links to Library 

resources and information for assignments in Stream 

courses; Library question & answer forum in Stream 

courses; “Live chat” at scheduled times in Stream 

courses; Online Seminar or webinar on specialist 

business information sources; Face-to-face seminar 

on specialist business information sources; Library 

support available via social media 

Care was taken to limit questions to those that 

directly related to the research and the learning outcomes of 

the class based on the Massey University Library Information 

Literacy Core Competencies (2006) Standards 1 to 3. We distinguished 

between what was “nice to know” and what was 

absolutely necessary for analysis. Initially, when working on 

the survey questions, we resisted including demographic 

questions, as this type of data is already available in the student 

management system for the classes. However, whilst 

constructing the survey, and thinking about the analysis 

phase, it was realised that surveys often represent a proportion 

of a class, and that in order to interpret and analyse the 

sample successfully – as well as to evaluate the effectiveness 

of the survey instrument - the demographics of the respondents 

could not be gained from existing systems. Considering 

ethics, the demographics section was made voluntary. 

Colleagues were consulted during this stage. A positive 

outcome of this is that a collaborative relationship with the 

Director of the MBA programme was developed, increasing 

our understanding. 

In the Testing stage, as part of the ethics process, the online 

survey was pilot tested by library management, library and 

learning support colleagues. Māori, Pacific, and Chinese 

nationalities were included. The survey was also pilot tested 

for ESOL (English as a second language) and on a range of 

mobile devices. Changes were made to formatting and text 

32


for clarity, and more demographic categories relevant to the 

Massey student population were added. 

In the Launch Stage with the support of the MBA programme 

director and the library team, the research team travelled to 

Wellington to meet the 2015 class and launched the survey on 

the 6th of May. A short presentation and information sheets 

about the research were provided. iPads and a laptop were 

made available for students to use for completing the survey 

during morning tea. The MBA team then sent the anonymous 

survey link by email to the 2015 and 2016 cohorts. The survey 

was available online until 19th May. 

Post Launch Review. All students who started the survey 

completed it successfully. A total of 25 responses were 

received from the 105 students (24%) who were sent the 

survey link. There was a higher response rate from the 2016 

cohort (20 responses from 58 students). Most students took 

approximately five minutes to complete the survey. Two 

students stayed on the survey page after completing, indicating 

that they may have engaged with the library support 

information provided at the end of the survey. Research 

findings are now being used in consulting and planning. 

of the respondents were experienced managers, with 16 of 

the 25 survey respondents indicating that they have worked 

as managers for five or more years (67%). In regards to prior 

study completed, survey respondents indicated that they held 

qualifications ranging from undergraduate certificates and 

diplomas (25% n=6) to undergraduate degrees (29% n=7) 

and postgraduate degrees (46% n=11). 

Figure 2 Qualtrics online survey, PC and mobile preview. 

Findings 

• Understanding the sample 

Whilst the demographic questions were voluntary, there 

was a 96% response rate from survey participants and 

these responses provided an indicative profile of the executive 

MBA students from the 2015 and 2016 cohorts currently 

enrolled with Massey University. Survey respondents were 

predominantly male (71%), aged from 20 through to 59, with 

the majority in their 30s (58% n=14). Half of the respondents 

were European (50%) with the rest identifying as Māori, 

African, Chinese and other. Figure 3 shows the range of 

managerial experience from the survey responses. Over half 

Figure 3 Respondents: 

Number of years working 

as a manager 

• Before starting 

the MBA 

Respondents from 

both the 2015 and 2016 

cohorts were asked to 

rate their levels of confidence 

with activities 

before their MBA study 

so that we could gauge 

whether there were 

noticeable differences 

in confidence levels 

post library workshop. 

Table 1 shows the 

range of responses. 

Over 50% indicated 

that they had never 

used or no confidence at all in activities related to 

finding, accessing and evaluating skills: 

• Searching business databases (64% n=16) 

• Searching Google Scholar (56% n=14) 

• Creating an advanced search strategy (56% n=14) 

• Identifying academic (scholarly, peer reviewed) journal 

articles (52% n=13) 

• Finding the full-text of journal articles (52% n=13) 

• Activities respondents rated themselves as confident/ 

highly confident pre workshop were: 

• Using e-books (60% n=15) 

• Using self-help information on searching and research 

(48% n=12) 

Table 1 Before the MBA: Respondents confidence level with research 

skills (2015 and 2016 cohorts combined responses) 

Table 2 shows respondents age and their prior academic 

qualifications. Age and prior qualification were looked at to 

see if there was any relationship with confidence levels pre 

workshop. Students regardless of their prior qualifications and 

experience indicated lower confidence levels with searching 

for and evaluating information. Just over half of those 

respondents with undergraduate qualifications, and under 

half of those with postgraduate qualifications selected that 

they had never used or were not confident at all: Searching 

business databases; Creating advanced search strategies; 

Finding full-text journal articles; Identifying academic (scholarly, 

peer-reviewed) journal articles; and Searching Google 

Scholar. 

Comments in this section indicated areas for support and 

training: 

• “Top tips for business / MBA study” 

• “Not knowing where to access info i.e. databases” 

Table 2 Respondents: age and prior academic qualifications 

• Doing the MBA: your skills now 

When asked about their research skills now, the majority 

of respondents had increased confidence for all activities. 

As shown in Table 3 Never used/Not confident at all levels 

reduced for all activities post workshop, whilst Tables 4 and 

5 show an increase in respondents’ confidence levels for all 

activities post workshop. 

Comments received from table 5 reflected a range of skill 

levels. One student had high confidence: 

• “Having significant experience in research the library session 

did not add anything to my research skills” 

Interestingly this same student indicated that a face-to-face 

seminar on specialist business information sources would be 

useful. In contrast, another student experienced difficulties 

searching for library resources, and needed further support: 

• “Still not clear or confident on how to search for articles/ 

books through Massey Library. Several attempts have 

produced “no results”. further training session would be 

welcomed :-)”. 

• Further library support 

A survey question was included on the additional support 

that could potentially be offered by business subject librarians. 

There was a good response to the choices offered, however 

not all survey respondents answered this section, see Table 

6 for the range of responses. The highest response rate was 

for identifying the key journal articles and authors on a topic 

with 24 (96%) of respondents indicating that further support 

would be useful as citation searching is a good technique to 

identify key pieces of research in the literature, especially at 

postgraduate level. 

Comments received confirm the need for information literacy 

instruction and support: 

• “I have no experience and no training in anything so the 

more on offer the better” 

• “any help and support would really help. maybe some 

stream sessions we could log into. I have watched some 

of the OWLL ones about writing and they were great so 

maybe some aimed at MBA students would be good” 

34 35


Table 5 Doing the MBA: your skills now. 

Table 3 Before and After: Respondents confidence with research skills 

Table 6 Further library support: Rated as useful 

• Access to library support 

In regards to the types of access to further support that 

would be useful (see Table 7), the top ranking responses were 

for: 

• Links to Library resources in Moodle 

• Online seminars 

• Library question & answer forums 

Table 4 Doing the MBA: Your skills now. confident and highly confident with research skills. 

36 37


Table 7 Access to library support: rated as useful 

• Comments 

Survey participants’ comments helped to identify gaps in 

the support that is currently offered and also highlight things 

to be aware of when designing and delivering workshops or 

support material for these students: 

Discussion 

• Transition to postgraduate study 

Traditionally, evaluation studies do separate pre- and posttests 

to measure whether the learning outcomes have been 

achieved. Often these evaluations are done close to the time 

of the intervention being measured (before or after a class). 

This study differs in that it engages with students 3 months 

and 15 months after a library class, asking them to reflect 

on their experiences and confidence levels before the MBA 

and now. Combining the pre and post-test questions into 

one survey provided an opportunity to measure changes in 

patterns of information-seeking behaviour, and confidence 

levels against specific skills covered in the “one-shot” library 

session. The survey included “don’t remember”, “don’t know” 

and “never used” in the scaling, as well as free text questions, 

soliciting students’ experiences and suggestions. 

Overall the findings indicate that the “one-shot” library 

workshop at orientation was an effective way to begin supporting 

students in their transition to postgraduate studies. 

All students remembered attending the workshop, and most 

students gained some confidence in research activities. A 

noticeable increase in confidence levels was for identifying 

academic (scholarly, peer reviewed) journal articles. For 

example, before the workshop four respondents (16%) indicated 

they were confident/highly confident, compared with 

the 16 respondents (64%) after the workshop. Confidence 

levels were also higher for: Creating an advanced search 

strategy; Searching business databases; Searching Google 

Scholar; and Finding full –text of journal articles. The areas 

that were lowest pre-MBA show the greatest change. This is 

not surprising in some ways as they offered the most room for 

improvement. The high increase in confidence with Google 

Scholar was interesting given there was high reported confidence 

pre the MBA. This may indicate it is a used as a key 

resource with additional practice driving their confidence. 

Areas of least change were: 

• using ebooks 

• using self-help 

Again the using ebooks and self-help were areas that many 

students were already confident in before starting MBA. 

• Do they use the skills gained in the first year? 

The “Never Used” and “Not Confident At All” responses 

reduced considerably post workshop, and the increase in 

“Confident” and “Highly Confident” responses post workshop 

indicates that students are making use of these core information 

literacy skills. However, it is concerning that students who 

selected “never used” or “not confident at all” before starting 

the MBA did not gain enough from the 50 minute workshop 

to feel confident in those research activities. In addition, the 

high interest in all the suggested information literacy skills 

and information resources for further support indicates that 

the one-shot orientation session is not sufficient to meet all 

the students’ needs, and that more work needs to be done to 

integrate this into their programme. 

• Further teaching and support needed during the first 

year of study 

The 2016 cohort responses provided an insight into their 

38 39

20 - 29 


need for library support after 3 months of study; the higher 

response rate has enabled the library team to make specific 

recommendations for immediate action. The 2015 cohort was 

in a unique position to share reflections and recommendations 

based on their experience of one and half years in the 

MBA programme and their need for library support before 

graduating. The survey presentation to this cohort generated 

interest, positive informal feedback, and requests for individual 

support. 

A very clear message from all the students who responded 

to the survey is that further embedded and discipline specific 

library support is needed. The students rated all suggestions 

for further assistance and all methods of delivering this highly. 

Interestingly, even students who identified as highly confident 

responded they wanted further library support in specific 

areas. This suggests that a high confidence level is not an 

indicator that library support is not needed. Therefore in terms 

of designing workshops and services, the needs of students 

at all levels of confidence should be considered. This provides 

more evidence for the idea of supplying a range of modes 

for intervention, and the preference for online support is in 

line with business students’ ease with electronic technology 

(Simon, 2009). In regards to developing online information 

literacy tutorials, Gunn and Miree (2012) recommend that different 

instructional designs are explored in collaboration with 

academic staff. 

• Limitations and innovation 

The lower response rate from the 2015 cohort to the online 

survey meant that there was not enough data in this sample to 

make recommendations specifically for the needs of students 

in year two of study 6 months before graduation. A different 

approach to the timing of the survey, and the method could 

be considered for this group. For example, the survey was 

launched just prior to their overseas study tour. A student from 

the 2015 cohort also suggested that an incentive be included, 

for example, that a “prize draw” for completing the survey be 

offered. 

The data collected in this research has proved useful in 

establishing the type of training and support needed, as well 

as the preferred mode of delivery. Based on these findings 

future workshops will aim to include: 

• Using a pre-workshop survey, so that classes can be 

tailored to students’ research needs and interests. 

• At orientation, offering “streams” where students 

can select the level of workshop they wish to cover: 

beginner, refresher, or advanced. 

• Using a “flipped class” approach (Sherrow, Lang, & 

Corbett, 2016), so that students focus more on active 

experiential learning (Hesseldenz, 2012). 

Further environmental scanning, including networking with 

business librarians in the workplace and the tertiary education 

sector, will be explored. Suggested areas for further 

study are: 

References 

Cooper, R. G. (2008). Perspective: The Stage-Gate® idea-tolaunch 

process—update, what’s new, and NexGen systems*. 

• support for the transition of graduates as they return 

their focus to the workplace 

• expectations of employers in regards to information 

literacy and research skills of new MBA graduates. 

Conclusion 

This paper has presented a case study of an evaluation of a 

“one-shot” library workshop. The results of this research provide 

a starting point for developing embedded, discipline specific 

library services in the MBA programme. Findings from 

the online survey helped to increase understanding of executive 

MBA students, not only the demographic information, but 

also the wide range of information skills and experience with 

resources within a cohort. Library workshops that include 

active learning are in line with the discourse-based pedagogy 

used in the MBA programme, described by Kevany (2013) as 

“drawing on students experience to develop in-class learning”. 

Having a better understanding of the diversity of pre workshop 

information literacy skills will enable better learning outcomes 

for the students, and assist in planning for future workshops. 

Ideally this is now also an opportunity to undertake a 

pre workshop exercise to tailor workshop content to better 

match overall class ability and to provide additional activities 

to challenge those with information literacy searching and 

evaluation skills (Kriflik & Kriflik, 2006). 

Research findings have been discussed with the MBA 

Director and there is support for including information literacy 

support within the two year programme papers. It is recommended 

that the existing face-to-face workshop be retained 

at orientation. A further workshop and online support are 

now in development for the first year course papers research 

requirements at “point of need”. 

Acknowledgements 

The authors would like to acknowledge and express gratitude 

to David Tweed (MBA Director, Massey University), 

Heather Lamond (Associate University Librarian – Client 

Services) and Lucy Broadbent (Manager, Information & 

Research Services, Manawatū) for their support and advice 

throughout the research. Special thanks to our team at 

Massey University for assistance with research advice, survey 

pilot testing, and support: Alison Wallbutton (Planning & 

Quality Librarian), Sheeanda McKeagg & Ria Waikerepuru 

(Māori Services), Josien Reinalda (MBA Operations and 

Projects Manager), Sonny Liuvaie (Pasifika Learning Advisor), 

Information & Research Services Team: Bruce White, Barbara 

Rainier, Philippa Elphick, Chris Good, Nicola McCarthy, Anne 

Ram, Lorraine Tremain, Joanna Wenman, Noelene White & 

Cuiying Mu. Thanks very much to LIANZA’s Research SIG and 

RLL1 committee who encouraged us to do the research. Most 

of all we would like to thank the MBA students who inspired 

us, and participated in this research. 

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Cooper, R. G. (2014). What’s Next? After Stage-Gate. 

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Business & Finance Librarianship, 18(3), 208-232. doi:10.1080/ 

08963568.2013.795740 

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teaching at different academic levels: An exploration 

of skills and implications for instructional design. Journal of 

Information Literacy, 6(1), 18-34. Retrieved from https://ojs. 

lboro.ac.uk 

Head, A. J., Van Hoeck, M., Eschler, J., & Fullerton, S. (2013). 

What information competencies matter in today’s workplace? 

Library & Information Research. Retrieved from www.lirgjournal.org.uk 

Hesseldenz, P. (2012). Information literacy and the evolving 

MBA degree. Journal of Business& Finance Librarianship. 17, 

287-299. 

Hsieh, M. L., & Holden, H. A. (2010). The effectiveness 

of a university’s single-session information literacy 

instruction. Reference Services Review, 38, 458-473. 

doi:10.1108/00907321011070937 

Kevany, K. (2013). Rich offerings; Student feedback; MBA 

guide 2014. NZ Business, 27(8), 24-31. 

Kriflik, G. K., & Kriflik, L. (2006). Integrating information 

literacy to enhance post-graduate learning. International 

Journal of Learning, 13(1), 129-141. 

Merz, B.H., & Mark, B.L. (2002). Assessment in College 

Library instruction programs. Chicago, IL: Association of 

College and Research Libraries. 

Mallon, M. N. (2014). Librarian in the boardroom: Outreach 

strategies for an executive MBA program. Journal of Business 

& Finance Librarianship, 19(1), 15-31. doi:10.1080/08963568.20 

13.825225 

Massey University. (2016). About the Massey University 

MBA http://www.massey.ac.nz/massey/learning/colleges/ 

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home.cfm 

Massey University Library (2006) Massey University 

Library Information Literacy Core Competencies. Retrieved 

APPENDIX ONE – Survey Questions 

from Information Literacy at Massey University Library website 

http://www.massey.ac.nz/massey/research/library/ 

about-us/information-literacy/information-literacy_home. 

cfm 

Mery, Y., Newby, J., & Peng, K. (2012). Why one-shot information 

literacy sessions are not the future of instruction: A 

case for online credit courses. College & Research Libraries, 

73(4), 366-377. 

Nimer, M. (2009). The doctoral cohort models: Increasing 

opportunities for success. College Studies Journal. 43(4), 

1372-1379. 

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Sloan Management Review, 53(1), 19-20. Retrieved from http:// 

sloanreview.mit.edu 

Quinn, T., & Leligdon, L. (2014). Executive MBA students’ 

information skills and knowledge: Discovering the difference 

Between work and academics. Journal of Business & Finance 

Librarianship, 19(3), 234-255. doi:10.1080/08963568.2014.916 

540 

Ruth, D.W. (2016). What is your MBA for? What’s the story? 

Management Learning. Advance online publication. 

doi:10.1177/1350507616646302 

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Class. Business & Professional Communication Quarterly, 

79(2), 207-216. doi:10.1177/2329490615614840 

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business information literacy: A novel approach. Journal 

of Business & Finance Librarianship, 14(3), 248-267. 

doi:10.1080/08963560802361981 

Slavin, L. C. (2015). Library services online: Introducing 

library services for online MBA classes. Journal of Library and 

Information Services in Distance Learning, 9(3), 221-229. doi:10 

.1080/1533290X.2015.1023879 

Spievak, E. R., & Hayes-Bohanan, P. (2013). Just enough of 

a good thing: Indications of long-term efficacy in one-shot 

library instruction. Journal of Academic Librarianship, 39(6), 

488-499. doi:10.1016/j.acalib.2013.08.013 

Stagg, A., & Kimmins, L. (2014). First year in higher education 

(FYHE) and the coursework post-graduate student. 

Journal of Academic Librarianship, 40, 142-151. doi:10.1016/j. 

acalib.2014.02.005 

SECTION 1: Student Information: Voluntary section 

For the purposes of designing our library sessions to meet your needs, the following 

demographic information would be much appreciated. 

Gender 

Male 

Female 

40 41 

Age

For the purposes of designing our library sessions to meet your needs, the following 

demographic information would be much appreciated. 


Gender 

3 - 5 

5 - 10 

10 - 15 

15 + 

Male 

Female 

Age 

20 - 29 

30 - 39 

40 - 49 

50 - 59 

60 + 

Which ethnic groups do you belong to? Please select all that apply to you: 

NZ European/Pakeha 

Māori 

Cook Islands Maori 

African 

Chinese 

Indian 

Korean 

Middle Eastern 

Niuean 

Samoan 

Tongan 

Other. Please state: e.g. Dutch, Japanese, Tokelauan ____________________ 

Prior study completed 

SECTION 2: BEFORE YOU STARTED YOUR MBA... 

Thinking about your research skills and experience BEFORE you enrolled for the MBA Programme, please 

indicate your confidence level with each of the following: 

Never 

used 

Not 

confident 

at all 

Some 

confidence 

Confident 

BEFORE the MBA: Searching business 

databases (e.g. Factiva, Bloomberg, Business 

Source Complete, ABI Inform) 

BEFORE the MBA: Using a keyword search 

strategy in databases 

BEFORE the MBA: Creating an advanced 

search strategy (e.g. AND, OR, *, "phrase 

searching") 

BEFORE the MBA: Finding the full-text of 

journal articles 

BEFORE the MBA: Identifying academic 

(scholarly, peer-reviewed) journal articles 

BEFORE the MBA: Using e-books (electronic 

or online books) 

BEFORE the MBA: Searching Google Scholar 

BEFORE the MBA: Using self-help information 

on searching and research (e.g. webinars, 

online demonstrations & videos, webpages, 

books, blogs, pamphlets) 

BEFORE the MBA: Consulting an information 

professional / business librarian (e.g. 

Research consultation, phone / email, online 

meeting) 

 

Highly 

confident 

Undergraduate degree 

Postgraduate degree 

Other. Please state: e.g. Certificate ____________________ 

Number of years working as a manager 

None 

Less than 1 

1 - 3 

3 - 5 

5 - 10 

10 - 15 

15 + 

SECTION 2: BEFORE YOU STARTED YOUR MBA... 

Thinking about your research skills and experience BEFORE you enrolled for the MBA Programme, please 

indicate your confidence level with each of the following: 

Never 

used 

Not 

confident 

Some 

confidence 

Confident Highly 

confident 

at all 

BEFORE the MBA: Searching business 

21 

Please add your comments. 

For example, Is there anything else you would like to add about your research skills and experience, 

BEFORE you enrolled for the MBA programme? Your past experiences using of a library or literature 

searching? 

SECTION 3: DOING THE MBA: YOUR SKILLS NOW... 

When did you start the MBA? 

February 2015 

February 2016 

Other: ____________________ 

Did you attend the library workshop at your MBA orientation? 

Don't remember 

No 

Yes 

42 43 

At the library workshop during the MBA orientation, the following topics were covered: 

22

Don't remember 

No 

Yes 

SECTION 4 - FURTHER LIBRARY SUPPORT 

When doing my assignments, research project or literature review - it would be useful to have further advice, 

support, or training in the following areas: 


At the library workshop during the MBA orientation, the following topics were covered: 

 

 

 

Overview of resources and services at Massey University Library 

Creating a search strategy for a research topic 

Finding and evaluating journal articles, including peer-reviewed sources 

Thinking about your research skills and experience NOW, please indicate your confidence level with each of the 

following: 

Never 

used 

Not 

confident 

at all 

Some 

confidence 

Confident 

NOW: Searching business databases 

(e.g. Factiva, Bloomberg, Business 

Source Complete, ABI Inform) 

NOW: Using a keyword search strategy 

in databases 

NOW: Creating an advanced search 

strategy (e.g. AND, OR, *, "phrase 

searching) 

NOW: Finding the full-text of journal 

articles 

NOW: Identifying academic (scholarly, 

peer-reviewed) journal articles 

NOW: Using e-books (electronic or 

online books) 

NOW: Searching Google Scholar 

NOW: Using self-help information on 

searching and research (e.g. webinars, 

online demonstrations & videos, 

webpages, books, blogs, pamphlets) 

NOW: Consulting an information 

professional / business librarian (e.g. 

Research consultation, phone / 

email, online meeting - Connect) 

 

Highly 

confident 

Please add your comments. For example, Is there anything else you would like to add about your research 

skills and experience NOW? Your experiences using of Massey University Library or literature searching this 

year? 

23 

Don't know Not useful Yes, this would 

be useful 

Databases on specialist business information (e.g. 

company, industry, market data & analysis) 

Newspaper databases 

Law databases (e.g. legislation, cases and 

 

commentary) 

Identifying the key journal articles and authors on a 

topic (i.e. highly influential works) 

Saving searches and setting up alerts in databases (e.g. 

using online tools to keep up-to-date on your research 

topic) 

Reference management software (e.g. EndNote) 

Policies, Procedures, Regulations, Statistics & Reports: 

technical, research & annual. ("Grey literature" 

material produced by governments, corporations & 

organisations) 

 

Please add your comments / suggestions. For example, further support or training? 

SECTION 5 - ACCESS TO LIBRARY SUPPORT 

When doing my assignments, research project or literature review - the following would be useful: 

Don't 

know 

Not useful 

Links to Library resources and information for assignments in 

Stream courses 

Library question & answer forum in Stream courses 

"Live chat" at scheduled times in Stream courses 

Online Seminar or webinar on specialist business information 

sources 

Face-to-face seminar on specialist business information 

sources 

Library support available via social media (Facebook, Twitter, 

blog, etc.) 

 

Yes, this 

would be 

useful 

SECTION 4 - FURTHER LIBRARY SUPPORT 

When doing my assignments, research project or literature review - it would be useful to have further advice, 

support, or training in the following areas: 

Don't know Not useful Yes, this would 

be useful 

Databases on specialist business information (e.g. 

company, industry, market data & analysis) 

Newspaper databases 

Law databases (e.g. legislation, cases and 

 

commentary) 

Identifying the key journal articles and authors on a 

topic (i.e. highly influential works) 

Saving searches and setting up alerts in databases (e.g. 

using online tools to keep up-to-date on your research 

 

Please add your comments / suggestions. 

ANY FINAL COMMENTS? 

We really appreciate any further comments or suggestions you may have! 

For example: Is there anything else.... 

44 45 

 

 

about your experience using Massey University Library? 

you would like the library to consider when designing or delivering library workshops for the 

MBA programme? 

24


Student-Sole-Parents and the Academic Library 

Joanne Barnes, Librarian, Library and Learning Commons, Unitec (Waitākere) 

Tertiary students who are also sole-parents experience challenges accessing the library services they need to 

complete their course work. One-on-one interviews with student sole-parents illustrate that disallowing student’s 

children in the tertiary library is for them, problematic in varying degrees. Circumstances that affect student’s 

access to the library include whether they are studying full-time or part-time; their ages, hence dependency of 

their dependents; and availability of personal support to the student. For these students, access to the library is 

compromised by their obligations to care for their children. This compromised access to the library (1) poses a 

barrier to using library resources, (2) impedes access to services that facilitate and support study activities, (3) 

diminishes their ability to engagement with learning material, (4) obstructs their access to Librarian expertise, and 

(5) diminishes their study experience. This is a single, small qualitative study and the results only relate to Unitec 

Institute of Technology, Waitākere campus. The study increases our understanding of how a library’s policy that 

disallows children in the library for extended periods of time impacts and affects student-sole-parents. 

Introduction 

Growing numbers of non-traditional students are entering 

higher education. Non-traditional students are defined as students 

aged 22 years of age and over. A characteristic of the 

non-traditional student compared to the traditional student is 

that traditional students are more likely to be able to prioritize 

study whereas the non-traditional student population is 

likely to be made up of “older students, parents (especially 

single parents), and students who work full time, have family 

and work responsibilities (that compete) with school for their 

time, energy, and financial resources (National Center for 

Education Statistics 2002). As a result of these competing 

priorities “non-traditional students who enter postsecondary 

education seeking a degree are, in fact, less likely than traditional 

students to attain a degree or remain enrolled after 5 

years” (Horn 1996). Brown and Nichols (2012, p. 501) explain 

that student-sole-parents, compared to students without children, 

face additional barriers to undertaking and completing 

their study requirements, including the challenge of juggling 

various responsibilities to work, family, and school. They are 

less likely to graduate than their classmates without children 

and are often unaware of campus resources available to 

them. A key factor that impacts upon student-sole-parents’ 

ability to study is childcare. A key study resource for students 

is their tertiary library. Conflicts in study requirements 

and childcare responsibilities impose a range of issues upon 

student-sole-parents that negatively impact their ability to 

undertake, engage and participate in study. 

This article is based on a Victoria University of Wellington, 

Masters of Information Studies student research study that 

explored the experiences of student-sole-parents within a 

‘no-children in the library’ tertiary library environment. 

• Family-friendly tertiary libraries 

A search across New Zealand tertiary library websites 

revealed a lack of information indicating whether students are 

allowed or not allowed to bring their children with them to the 

institution’s library for extended periods of time. This does 

not mean that there no tertiary libraries in New Zealand that 

provide family-friendly space, but may suggest that this provision 

being supressed as opposed to promulgated to students 

and potential students. An internet search identified four university 

libraries, all within the United States, who advised to 

students, on the library website, of family-friendly dedicated 

study space being available. Few family-friendly studyrooms 

at tertiary libraries is verified by Petit’s (2014, p. 38) 

findings “while researching for this article, I was able to identify 

only one other similar study space in an academic library, 

the Family Room at Collins-Callaway Library and Learning 

Resources Center at Paine College in Augusta, Georgia”. 

• Why address the needs of students who are 

sole-parents 

Addressing student-sole-parent’s library needs makes economic 

sense for an institution’s long-term viability. Tertiary 

institutions are increasingly needing to consider the business 

model of the service they offer and clearly identify to whom 

as funding reductions force them to deliver an educational 

product that meets the increasingly non-traditional student 

body. Institutions, including New Zealands, are being “pressured 

and encouraged to explore new avenues for additional 

income and to view students as more consumer-like in their 

choice of a course and university” (Baily et al 2014, p. 251). 

Non-traditional students make up a significant portion of student 

enrolments. “It is no secret that the numbers of adult students 

in academia have greatly increased in the last 30 years... 

the biggest jump (in enrollments is) in the 30 and over (age) 

group… (With) adult women student (numbers rising) significantly 

(Harrell 2002). Overseas research reports a trend that 

sees the “number of pregnant and sole-parenting students in 

higher education (is) increasing” (Brown & Nichols 2012, p. 

499). “Pregnant and sole-parenting students, a subgroup of 

non-traditional students, are enrolling in higher education at 

numbers higher than previous decades”(Brown and Nichols 

2012, p. 500). 

Due to adult demands, non-traditional students juggle 

study with competing roles such as householder, employee, 

and parent. The responsibilities these roles hold such as 

bill-payer, staff member and caregiver place demands upon 

their time, energy and resources that mean that they “have 

special needs and situations that require responsive programming. 

Most of them share some common characteristics. The 

majority… are female; they have children at home; they are 

full-time students; and they work full-time. All of these factors 

contribute to a high level of stress and anxiety” (Harrell 2002). 

Watson 2007). Adult female students have many of the same 

motivations, barriers and stresses as adult male students. 

“The stress factors do not seem to be related to gender, but 

rather to which roles the student has outside of the classroom. 

A male student with children who does not have a spouse 

assisting with child care or other home responsibilities will 

be just as anxious and stressed as his female counterparts” 

(Harrell 2002). 

Research confirms the student-sole-parent population 

experience added pressure and stress, especially related to 

childcare needs while pursuing education. “Few resources 

exist for these students and the universities who provide services 

do not adequately promulgate them to the campus community” 

(Brown and Nichols 2012, p. 499). Other issues cited 

by student-sole-parents as being prohibitive to engaging in 

study include the lack of sole-parent facilities on campus 

(Springer et al 2009, p. 435 - 454) and childcare difficulties 

(Matus-Grossman & Gooden, 2001, p. 19; Duquaine-Watson 

2007, p.229-240). As Harrell (2002) explains, these factors need 

to be considered when designing library services for students 

in order to provide for responsive individualized and in-person 

services. Despite the increase in sole-parent enrolments, their 

needs are not being adequately addressed through policy 

development and resource allocation to enable this population 

to be successful in their study program. Educational institutions 

need to update their policy and resourcing allocations 

to better meet the learning needs of sole-parents in order to 

attract and retain this growing population. 

• How student-sole-parents are faring 

Literature documents the sole-parents experience of 

tertiary education as one of isolation, marginalisation, stigmatisation 

and inconvenience while being characterised by 

feelings of inadequacy and not fitting in. Duquaine-Watson 

2007 (p. 234); Yakaboski 2010 (p. 465) conducted studies into 

mothers as students and reported they were experiencing a 

sense of being stigmatized by the larger, traditional, campus 

population, which resulted in them having feelings of isolation 

and disconnection from their peers and learning community. 

It was also found that some student-sole-parents created 

resilience through forming learning communities with other 

mothers. “This self-identifying sometimes created camaraderie 

with other student-sole-parents, some found that this 

led to marginalization in the classroom or stereotyping of the 

experience. This stereotyping included the ideas that most 

single mothers are welfare recipients and single mothers are 

rewarded or receive a free ride through federal assistance 

programs” (Brown and Nichols 2012, p. 501). 

Although a sense of camaraderie with other student-sole-parents 

provides some sense of inclusion within 

a supportive peer group, this inclusion can cost the studentsole-parent 

the more desirable, more appropriate status of 

‘student’ as they are often instead defined, by peer students 

who are traditional student peers, by their sole-parenting role 

rather than by their role as a student (Duquaine-Watson 2007, 

p. 234). Duquaine-Watson (2007, p. 234) also reported that 

many student-sole-parents became keenly aware of how limited 

their interactions with other students became once they 

became aware of their role as a sole-parent. The sole-parenting 

student’s role as sole-parent became the focus in 

conversation. 

• What academic libraries are doing? 

Within a literature review, the author could only identify four 

academic library family-friendly study spaces. One, Portland 

State University Library; (2), the Family Room at Collins- 

Callaway Library and Learning Resources Center at Paine 

College in Augusta, Georgia; (3) the Child-Friendly Group 

Study-Room at the University of California, San Diego Library 

and; (4) the Family Reading Room at the J. Willard Marriot 

Library, The University of Utah. As Petit verified within her 

2014 research study, family-friendly library space in tertiary 

libraries is rare (p. 38). As documented in her study, Portland 

State University (PSU) Library created a family-friendly study 

room for student-parents and their children at Portland 

State University Library in response to a student profile that 

included “large number of non-traditional students, many of 

whom have taken long breaks in their post-secondary education” 

(Petit 2014, p. 36). In 2010, PSU commissioned the 

Presidential Task Force on Child Development and Family 

Support. According to this 2011 report, “It was apparent from 

the interviews with sole-parents and data collected, that the 

need for more family-focused and family-friendly spaces 

and places on campus in a variety of locations is pressing. 

[This includes] space for children to play quietly while their 

sole-parents study or work …” (Balzer et al, 2011). The Collins- 

Callaway Library and Learning Resources Center at Paine 

College created family-friendly study space in response to 

a “growing population (of) students with families, including 

small children,” and they report increased traffic from this 

population with the establishment of the new space (McCoy, 

2013, p. 1). 

Research Questions 

• Primary questions 

To what extent does the ‘no-children-in-the-library’ tertiary 

library stance affect student-sole-parents’ ability to undertake 

their studies and engage in the student experience? 

• Sub-questions 

How does the ‘no-children-in-the-library’ policy impact student-sole-parents’ 

short term study goals? 

How does the ‘no-children-in-the-library’ policy effect student-sole-parents’ 

desire to study? 

Methods 

Statistics New Zealand Census provided quantitative 

data about one parent families in New Zealand over the last 

decade, and identified issues sole-parents experience when 

considering or attempting to study. 

To answer the above research questions, qualitative information 

was gained from in-depth face-to-face interviews 

with 6 students from Unitec Institute of Technology students 

46 47


who are based at the Waitākere campus conducted by the 

author in November 2015. Those interviewed came from a 

range of ages and ethnicities, study year levels and programs 

of study however due to only female students responding to 

the research invitation, all participants are female. Victoria 

University’s School of Information Human Ethics Committee 

granted ethical approval to conduct these interviews, on the 

condition that interviewees were not identified in the results. 

The Unitec Institute of Technology Library, Waitākere campus 

(tertiary library) has a joint-use agreement with 

the Waitākere Central Library (public library) created by an 

agreement between the local government authority (the 

Council) and the Unitec Institute of Technology, 2008. The 

Unitec Library occupies the third floor of the 3 story building, 

while the public library occupies the first 2 floors,which is 

located in the township of Henderson, Waitākere, Auckland. 

Unitec Institute of Technology is a tertiary level state educational 

institution with the Henderson campus offering 

degree and non-degree qualifications in disciplines that have 

a community focus – nursing, social practice and business. 

Historically the services and facilities shared increasing 

integration. However, in 2015 the libraries minimised the 

facilities shared by relocating Unitec to level 3 only with 

the Waitākere Community Library occupying levels 1 and 2 of 

the building. Some staff facilities are still shared. The relocation 

has seen the service provision in both libraries improve. Unitec 

Library now has its collections, service points, and studyareas 

on one floor. The Waitakere Central Library has centralised 

its administration area and re-organised its research 

collection to better meet community needs. The joint-use 

libraries now have minimal and selective integration and, as 

always, have separate administration units based within the 

same building. 

• A New Zealand snapshot 

The 2009 Statistics New Zealand Childcare Study reports 

that just under a third of all New Zealand families identify as a 

one parent family with at least one dependent child. This figure 

has changed little over the last decade. The 1996 Census data 

reported the national one parent family formation at 26 percent, 

2001 Census at 29.2 percent and 2009 Census at 28.1 

percent (Statistics New Zealand, 2009). 

New Zealand sole-parents report experiencing difficulties 

undertaking study and face consequences for failing to complete 

study requirements due to childcare issues. Most of 

these sole-parents experiencing these types of stresses are 

mothers. Of the sole-parents not engaged in formal study or 

training, mothers are the group most effected by childcare difficulties 

and most likely to not participate in education due to 

childcare issues (Statistics New Zealand, 2009). 

Study findings 

The results of the one-to-one in-depth interviews showed 

that student-sole-parents experienced a range of challenges, 

barriers and stresses as a result of not being able to have their 

children accompany them in the library in a way that met their 

study, time and childcare needs. 

The purpose of this research was to enhance tertiary 

libraries’ understanding of the impact and effects of the 

no-children-in-the-library policy upon student-sole-parents. 

It examined the experience of student-sole-parents needing 

to use their tertiary library, the impact of student-sole-parents 

not being able to have their children accompany them in the 

library for extended periods of time for study or library use, 

and the effect this policy has upon these students’ sense of 

belonging to the library and student community. The ‘no-children-in-the-library 

for extended periods of time’ stance had a 

negative effect on these students’ ability to undertake their 

studies and engage in student experiences like studying with 

peers to augment their study. The results of the study showed 

they are being negatively impacted by this policy and this is 

evident in the diminished quality of their course work, low use 

of library resources, and struggle to participate in group study. 

Library learning resources are critical to student success as 

literature and professional practice. 

Their short-term study goals are compromised due to their 

not being able to have their children with them in order to participate 

in group assessment activities, use appropriate studyspace, 

select appropriate texts or seek, in person, Librarian 

assistance with lengthy or complicated reference questions. 

The policy statement is also creating within these students 

a diminished sense of belonging, sense of hopelessness for 

future study and stressed state of physical and mental health. 

Student-sole-parents are experiencing stress as a direct result 

of not having family friendly study space in the library, and 

augmented stress within their personal responsibilities. Due 

to the additional difficulties and stresses the ‘no-children-inthe-library’ 

policy has upon student-sole-parent’s their desire 

to study, and their enjoyment from it is diminished, and in 

some cases all but distinguished. 

The study findings told of student-sole-parents experiencing 

a significant barrier to undertaking course work and 

participating in compulsory group assessment work as a 

result of not being able to use the library when with children. 

An emergent theme, the characteristic persistent throughout 

all the participant’s stories is the experiencing of additional 

stresses as a result of not being able to use the library in a 

way that is available to other students who do not require 

access while having children accompany them. Participants 

experienced unique library related stresses caused by difficulties 

accessing the library due to a combination of factors:(1) 

a non-negotiable legal responsibility to provide appropriate 

care to children under their care; (2) challenges securing or 

accessing childcare when needed and (3) needing to apply 

themselves to a study schedule with subsequent deadlines 

and compulsory contributions to collaborative course 

activities. 

Due to the lack of a family friendly library policy, the 

research participants missed out on quality, productive study 

time; instead they were studying in the public library environment 

that had distractions from study and placed their 

children at risk of wandering if their parent was not actively 

supervising them; an increased financial burden; a barrier 

accessing Academic Librarian assistance easily and immediately 

or in a way they that suited their learning; a lack of 

internet access as well as other critical library resources. The 

research participants experienced stress academically, physically, 

mentally and financially as a result of the library policy 

disallowing children in the library for periods of time longer 

than 10 minutes. 

The most significant impact was experienced was by parents 

who had pre-school children. These parents, who all 

relied upon government assistance, Work and Income social 

welfare benefits for their incomes, had difficulties securing 

childcare outside of the government subsidised 20 free hours 

per week. What these students needed was internet connectivity, 

and time to use the Short-Loan resources. One of the 

student said “Many times I walk past [the library] and see the 

opening and closing hours and wish [I could use it]. When 

class finished at 2pm last year I couldn’t get my work done 

because my childcare was only for a set day time. It clashed 

with uni schedule” [sic]. The library is a critical resource for 

students. Although the library has a comprehensive website 

that allows access to a range of services that save student’s 

effort and time, for example Live Chat, item request, an extensive 

eBook collection and online database, the undergraduate 

students still needed to access the library’s collections, studyspace, 

internet and face-to-face Librarian assistance, as they 

move along their learning journey developing information 

and library literacy skills. The library is a managed place of 

expertise, and for some students, Librarians play a crucial 

role in helping them develop the information literacy skills 

they need to complete work. One student reported failing an 

assessment due to her not understanding what a critique of 

research entailed. Because she knew to locate the research 

piece from the library, she only considered Librarians as the 

support who could help her understand what she needed to 

do to complete a successful piece of work. Although library 

staff are not the only ones she could have turned to, she could 

also have turned to her lecturer or student academic support 

for clarification, however her understanding of the library, and 

in part the legacy that the term library conveys to members, 

had her believe that only Librarians could guide her through 

the process of appraising the research study. This student 

ended up wasting a lot of time ruminating with a lack of clarity 

over the assessment task, and a significant part of this lack 

of progress on this task was a lack of childcare options for 

this student’s two preschoolers that would have allowed her 

to come into the library during the weekend and access the 

expertise she needed. The library is the only student support 

service available open during the weekend so often picks up 

other student support service tasks if it is apparent it is urgent 

and important. This student reported “I relied on the staff. It 

was a weak point and I couldn’t access the help I needed. 

Consequently, I ended up failing that paper … it is the library 

assistance that I needed the most [sic]”. 

In this study the challenges students experienced while 

completing course work were ongoing and relentless. Some 

student’s days were a series of challenges in many areas that 

just to stay engaged in study required a lot of energy, resolution 

and commitment to continue being a student juggling 

family responsibilities. One student described needing to 

catch two buses to get to class every day, but the first bus 

was only to take her pre-school children to day-care. She 

said had she been able to bring her children to the library, she 

could have caught some study time with her children accompanying 

her, then her day-care provider would have been able 

to collect and drop-off her children to her, at campus. She 

lacked a place on campus where she could supervise her 

children and engage in group study activities. This was also 

one of the students with no home based internet. 

The ongoing series of set-backs, included experiencing difficulty 

using the library in ways that were achievable. The student-sole-parents 

held heavy study schedules and time-consuming 

parental responsibilities, and lacked a way to use the 

library in a way that was as convenient and easy for them 

to use it as students without childcare responsibilities had. 

Set-backs included not borrowing the resources, especially 

Short-Loan resources that were integral texts needed for students 

to glean the formative understandings needed then and 

for building upon later in their studies. The study highlighted 

the relentless, stressful plight of student-sole-parents, whom 

do not seem to be privy to community support despite being 

surrounded by an institutional and student community. The 

provision of family-space within campus is not enough. It 

is not the library. These students are relying heavily on the 

government support they are entitled to, yet that support 

only covers the core study requirements. Without support of 

family or friends, student-sole-parents are struggling to ‘be in 

two places at once’, that is a student and a parent. Students 

are meeting this struggle by pushing through course work 

requirements by ‘grabbing’ the most convenient resources 

and settling for the most convenient study space solutions. 

Both solutions are impacting upon the student’s development 

of knowledge in their field and are compromising their ability 

to stay in study in the future thorough either the attainment 

of low quality course work or the urge to not continue studying. 

Most of the participants stated failing a course is not an 

option, and they are enrolled only to secure a future career to 

benefit of their family. The stress they are experiencing over 

the course of their days is impacting and affecting their health 

which unavoidably and ultimately is linked to their ability to 

undertake study effectively and achieve. 

The biggest barrier for the participants not being allowed to 

bring their children with them to use the library for extended 

periods of time was the challenge of not being able to spend 

the necessary time in the library that would enable them 

to select, locate and use the books that would best inform 

their assessments and learning. Using an institution’s library 

resources is a critical activity in the academic writing process. 

Student-sole-parents were settling with less than ideal information 

resources by using material they already had in their 

possession instead of seeking the best information if that was 

outside of their person reach; only seeking digital material; 

asking others to locate relevant material; or taking copies of 

material from peers have loaned for their own assessments. 

Participants acknowledged any solution other than selecting 

one’s own material, from the full range of material available, 

was not ideal. Of particular concern is the participants not 

accessing short-loan material as this material is key content 

that supports their learning. 

A lack of library books was not the only resource participants 

had difficulty accessing. Two of the participants did 

not have internet access from home due to issues related to 

cost therefore relied upon free Wi-Fi to access the internet. 

Internet access is critical for Unitec students as course 

work is based online, and Wi-Fi enables users to organise 

their library tasks through services like Hold, Live Chat and 

database use. Participants spoke about the frustration 

48 49


and exhaustion they felt, and hardship they experienced as 

a result of having to ‘grab’ internet access where they could 

instead of being able to use the library’s internet access to 

undertake study that would have helped them manage their 

time, and subsequent stress levels. 

Participants are aware of the contribution librarians can 

make towards their learning. One participant, the parent of a 

pre-school child, directly attributed her failing a course due to 

her not securing assistance with a Librarian for her assessment. 

This participant was aware she needed Librarian 

assistance and due to her interpretation of the scope of her 

problem could only envisage one-to-one Librarian assistance 

being of any use. 

All participants spoke about the added stress of not being 

to fully leverage the library service and the toll this stress 

had upon them. Since all of the participants were resolved 

to complete their studies. Many had resolved to overcome 

and work around any issues in order to achieve within their 

course, and this determination to pass their courses resulted 

in stress being persistently present and at times peaking with 

disastrous results. Participants reported symptoms like high 

blood pressure, persistent feelings of struggling, being relentlessly 

tired, sustained periods of loss of appetite, sustained 

periods of loss of sleep, ongoing feelings of malaise and struggling 

and for one participant whose overall day, and mental 

and physical health would have been greatly improved had 

she been allowed to have her twin preschoolers accompany 

her to the library, to access the internet and librarian assistance, 

during periods of a heavy study load, a collapse in class 

and subsequent hospital stay due to exhaustion. Having the 

library available to her and her children especially over the 

weekends would have made a huge difference to this student’s 

stress levels as she would have been granted the time, 

space and resources she needed to study in a way that met 

her family’s needs. 

Participants are required to participate in group study 

activities. These are compulsory assessment that are graded. 

Student’s reported that participation in or absence from the 

group study activity sessions resulted in stress that either 

effected participants’ short-term budget or long-term financial 

stability and their sense of belonging to the student community 

and contribution to the group activity. Feelings of shame 

and guilt were experienced by participants who could not, for 

reasons outside of their control, join in group study activities 

that had been set-up by course lecturers at short notice. 

When asked what kind of difference being able to have their 

children accompany them in the library at times of need would 

have made, participants predicted a range of stresses being 

alleviated and an improved quality of their engagement with 

learning and the ability to gain higher grades. When asked 

about their sense of belonging to the student community as 

a student-sole-parent, participants reported a diminished 

sense of belonging that could be attributed to the library’s 

policy of not allowing student-sole-parents to have children 

accompany them to the library. Participants also spoke of 

or inferred feeling despondent about the difficulty accessing 

the library. 

When asked about their desire to continue studying, the 

five undergraduate participants were determined to persevere 

through the immediate stresses they were experiencing 

to complete their degree programs, however one did acknowledge 

often, especially at the end of semester, feeling like 

giving study up. The one post-graduate degree participant 

acknowledged the difficulties thus far completing a degree 

program as a student-sole-parent and planned to finish 

studying at a postgraduate certificate level as she could not 

see how she undertake a full Masters programme requiring 

increased reading and research while with a child and not 

being able to bring them in to the library. For this student the 

library, despite her willingness to seek library staff assistance, 

is overwhelming. 

Participants understood the need for a quiet, student-centered, 

study focused library environment, however urged for 

library policy and study-room allocation that better met the 

needs of sole-parents. They did not want special treatment 

just a library service that made the library equitable for them 

also. 

Student-sole-parents face numerous challenges and 

barriers within their day, some even before they have got to 

class. Tertiary libraries are urged to investigate the need for 

family-friendly services within their libraries; for Academic 

Librarians to support student parents by seeking and advocating 

for library solutions that accommodate their needs; 

and to consider the needs of student parents when planning 

or allocating library spaces and to do so with the intention 

to identify any negative biases that may be present towards 

student-parents. Because these students are mostly completing 

course requirements, it may appear that there is no 

need for change from the library; however what the student’s 

learning records are not evidencing is the ongoing struggle 

these students are bearing and the toll that struggle is having 

upon their personal health, wellbeing and finances. As Harrell 

(2002) wisely explains “in our interactions with adult students… 

we need to practice patience, flexibility, and compassion. 

We need to become aware of adult students’ unique 

needs, strengths, and characteristics. We may not be able to 

cure their “high anxiety” about the conflicting roles in their 

lives and the pressures caused by pursuing an education, but 

with responsive, proactive library services, we can help alleviate 

some of the symptoms”. 

In response to the study findings, and opportunities made 

available as the Unitec Institute of Technology Library, 

Waitākere campus extended its floor space/ increased its 

study-room allocation after the study was undertaken. In addition, 

the library made its study-rooms available to students 

who have children accompanying them. Like PSU reports 

there a challenge in promoting the study-room to its intended 

audience. Like PSU, Librarians and library staff here at Unitec 

make a habit of talking to students with children (Petit 2014, 

p. 38). We let them know how they can book study-space and 

have their children with them. As well as talking directly to 

students, the library also promotes the service through its 

website on the study-room booking site, within library orientation 

events for new students, and as we talk to members of the 

Student Council, student support services, and academic staff 

when discussing what the library can do to support students. 

Over the last semester it appears from students bringing their 

children with them to use study-room space that the message 

is becoming embedded in our library’s culture. However the 

library is reminded to be vigilant in promulgating the service 

in acknowledgement of Petit’s observation that part of the 

service is the making known as “the challenge may be, in 

References 

Bailey, M., Ifenthaler, D., Gosper, M., & Kretzschmar, M. 

(2014). Factors influencing tertiary students’ choice of study 

mode. Citation details needed 

Balzer, J., Hitz, R., Baker, A., D’Urso, B., Goll, J., Gregory, 

M., Stoering, J. (2011). Presidential task force on child development 

and family support. Retrieved from Portland State 

University, Resource Center for Students with Children website: 

http://tinyurl.com/jw8requ 

Brown, V., & Nichols, T. R. (2012). Pregnant and sole-parenting 

students on campus: Policy and program implications 

for a growing population. Educational Policy, 27(3), 499– 

530. http://dx.doi.org/10.1177/0895904812453995 

Duquaine-Watson, J. M. (2007). Pretty darned cold: 

Single mother students and the community college climate 

in post-welfare reform America. Equity & Excellence in 

Education, 40(3), 229-240. 

Harrell, K. J. (2002). Reducing high anxiety: 

Responsive library services to off-campus non-traditional students. 

Journal of Library Administration, 37(3/4), 355. 

Horn, L. (1996). Nontraditional Undergraduates, Trends in 

Enrollment From 1986 to 1992 and Persistence and Attainment 

Among 1989–90 Beginning Postsecondary Students (NCES 

97–578). U.S. Department of Education, NCES. Washington, 

DC: U.S. Government Printing Office. 

Matus-Grossman, L., Gooden, S. T., & Manpower 

Demonstration Research Corp., New York, NY. (2001). Opening 

Doors to Earning Credentials: Impressions of Community 

College Access and Retention from Low-Wage Workers. 

Retrieved from http://www.mdrc.org/sites/default/files/ 

full_467.pdf 

Elisabeth Marrow, Branch Librarian Eltham/Kaponga 

South Taranaki District Council 

part, because our students do not expect the library to have a 

space dedicated to students with children (Petit 2014, p. 38). 

McCoy, R. (2013). Georgia library spotlight—the family room, 

Collins-Callaway Library & Learning Resources Center, Paine 

College. Georgia Library Quarterly 50 (4), Article 5. http://digitalcommons.kennesaw.edu/glq/vol50/iss4/5 

National Center for Education Statistics. (2002). 

Nontraditional undergraduates: findings from the condition of 

education 2002. Washington, DC: Publisher. U.S. Department 

of Education. 

Petit, J. (2014). A family-friendly study room for student-sole-parents 

and their children at Portland State 

University Library. OLA Quarterly, 20.1: 36-39. 

Springer, K. W., Parker, B. K., & Leviten-Reid, C. 

(2009). Making space for graduate student-sole-parents: 

Practice and politics. Journal of Family Issues, 30: 435-457. 

Statistics New Zealand (2009) One parent families table. 

Retrieved 22 August 2015, from http://www.stats.govt.nz/~/ 

media/Statistics/browse-categories/people-and-communities/housing/housing-indicators/one-parent-families-tables. 

xls 

Statistics New Zealand 2009a. Childcare survey 2009. 

Retrieved 22 August 2015, from http://www.stats.govt.nz/ 

browse_for_stats/people_and_communities/Children/ 

ChildcareSurvey_HOTP2009revised.aspx 

Unitec Institute of Technology. (2014). Library policy [Policy]. 

Auckland: Unitec Institute of Technology. Section 4.10.7, p. 

9. Retrieved from http://library.unitec.ac.nz/aboutlibrary/ 

pdfs/Library_Policy.pdf 

Yakaboski, T. (2010). Going at it alone: Single-mother undergraduate’s 

experiences. Journal of Student Affairs Research 

and Practice, 47(4), 456-474. 

What programmes currently exist for New Zealand 

students transitioning into tertiary education 

This paper was written as part of a Bachelor of Arts in Information and Library Studies for the Open Polytechnic in 

October 2015. At the time I was the Librarian at Hutt International Boys’ School (HIBS). The results were presented 

at the RLL1 Research Symposium held in Auckland on May 27, 2016. 

What programmes are currently in place within our secondary schools and how adequately are they preparing 

their students towards tertiary education? The results from an online survey and interviews with both secondary 

school librarians and tertiary professionals provide considered opinion. Some schools are preparing their students 

well, however many more have succumbed to the pressures of a curriculum driven NCEA and provide just enough 

50 51


suited to impart instruction in information literacy and tertiary preparation for all students. Where collaboration 

between the library and the teaching staff is strong, the outcome for the students is positive and beneficial for all. 

Introduction 

When a student enters their first year of tertiary study 

they bring with them a range of expectations, preconceptions, 

skills and learned behaviours which may assist or 

may hinder their performance. How they survive in the new 

environment (both academic and social) impacts upon their 

overall success and eventual achievement. After departing 

the familiar world of secondary school, it is desirable that 

the skills gained there may be applied and carried through 

to the newer, larger and wider education of the adult world. 

Preparation of students within a focused, targeted, preparatory 

programme is often ad hoc, reliant upon commitment 

by individual educators, rather than an entire school-focused 

policy measured throughout the educational experience of 

each individual. In New Zealand studies have attempted to 

understand how our schools and tertiary institutions can 

resolve what is seen as an ever-growing gap. The gap is real, 

the solutions are within reach, but the path appears to be 

blocked by: perceived difficulties, time-pressure, and a lack 

of ownership by any one curricula area or place of responsibility. 

This study discusses findings collated from data 

obtained by surveying first year students from three tertiary 

campuses, interviews with secondary school librarians and 

with tertiary professionals. An overview of what is current 

practice at a ‘typical’ secondary school in the provision of 

suitable instruction (whether embedded or as a focused 

topic) may be gleaned. It will be shown that students are not 

sufficiently prepared, as a cohort, with the unique and specific 

academic and life skills needed for success. The programmes 

that currently exist in New Zealand secondary schools are 

not consistent, or adequate, to prepare students sufficiently 

for tertiary education. However, with further research, advocacy, 

collaboration, and communication between schools, 

academia and students, this situation may begin to improve. 

Method 

Before data collection began, a comprehensive review of 

current and historical literature was undertaken. The subsectors 

of the role of the library in the community, the effectiveness 

of the school library on student achievement, and 

evidence of transition programmes that exist internationally, 

and which specifically target the move from secondary school 

into tertiary education, were used in order to make sense of 

what is a complex subject. With a plethora of information 

available, the most useful and pertinent resources were from 

the research and written works of R. David Lankes, Ross 

Todd, Helen Boelens, and Ken Burhanna. It was perceived 

from these works that New Zealand’s situation is similar to 

that internationally; an understanding of what skills new tertiary 

students need for success within the academic and adult 

world is perplexing for all, no matter the cultural and economic 

difference. 

Interviews were then conducted with secondary school 

librarians. These interviews were anonymous and were 

recorded, with interviewees encouraged to be as candid 

and frank as possible. Librarians were chosen because they 

are often the people who have the understanding of how 

and what skills are required by students while conducting 

research – as neutral place-holders they are also aware of any 

programmes that happen within the school that other educators 

may not. A range of schools from Decile 3 – Decile 10, 

and mixed gender through to single sex, were approached. 

Finally, tertiary professionals were interviewed in order to gain 

an insight of their perception of the first year students’ abilities, 

confidence levels and limitations. 

The mixed approach to this study provided the initial trend 

from the quantitative survey of the students, and led into the 

qualitative, focused and experience-rich perception of the 

professionals interviewed. Where a quantitative study will 

show numeric results and indications of a trend, the qualitative 

study is reliant upon the individuals interviewed, and 

predominantly their insights into the issue under discussion. 

Thus, the results are given more texture and focused 

reasoning, behind what could be seen as a one-dimensional 

stand-alone survey. Ethical problems were diminished by 

ensuring that each of those interviewed remained anonymous, 

and by gaining consent in advance, all parties were 

aware of their role and responsibility within the process. 

Results 

• Online survey 

40 responses were received (18 Male, 22 Female). 

Participants had previously attended a wide variety of secondary 

schools throughout New Zealand. 14 respondents 

identified a dedicated tertiary preparatory programme at 

their school. This was taught mainly by teachers (50%), with 

2 respondents nominating an outside provider. However, 17 

respondents did not have a dedicated programme and a further 

13 had no idea if there was anything at their school. This 

shows that the response was split between those who could 

recognise having been given the means to identify skills and 

structure that was targeted towards their post-school future 

and those who were not. These programmes offered a range 

of skills but mostly covered academic writing, pre-exam 

organisation, identifying key words, note taking, evaluation of 

resources and plagiarism. Most respondents found this information 

was useful or beneficial to their study. As they began 

tertiary study, confidence levels were fairly evenly spread 

from totally unprepared through to completely prepared. Most 

respondents saw themselves as approximately in the middle 

level of preparedness. Only one student felt they were completely 

ready for tertiary study. 

Whether a tertiary programme was in place at their secondary 

school or not, most students were given some form of 

instruction on the use of library databases, plagiarism, referencing, 

note-taking and other academic skills within specific 

subject areas. Often these were provided within the English 

and History classes. When asked what areas they needed further 

instruction in, the results were overwhelmingly leaning 

towards referencing skills, plagiarism and academic writing. 

One respondent also commented that ‘I found the structure of 

the courses was overwhelmingly different…Whilst the content 

was not especially difficult, I felt that managing of self-learning 

was not a skill that was emphasised enough during year 13. 

Another, ‘When I started I was unknowingly incompetent…I 

now know enough to be frustrated by what I don’t know and 

don’t intuitively comprehend.’ These latter comments provide 

understanding (also supported by the tertiary staff) that students 

are finding themselves thrust into a new and unfamiliar 

environment that relies upon individual life skills as well as 

academic. 

Discussion 

Both the secondary and tertiary professionals interviewed 

as part of this research complained of the pressures 

of a credit-preference world, where results are used as part 

of ‘league-tables’ and are used to attract more students. 

Marketing plans which encourage advertising of academic 

success, stress the ability of the students to pass the subscribed 

exams, rather than developing the skills for independent 

life-learning. First year students perceived themselves 

as lacking in the same skills that would help them in 

achieving success from the beginning of their tertiary education. 

These groups of people have, as a community, a need to 

facilitate the conversation into a focused and targeted direction 

towards knowledge creation. Where the conversation 

is happening, the results appear to be stronger, the school 

working together towards preparing their students for life 

beyond secondary school – the library no longer an isolated 

voice in the wilderness. 

Another aspect to the provision of tertiary preparedness is 

also the very real technological and digital world we all live 

in. It is not just those who are entering tertiary institutions 

who need to be able to understand, evaluate and disseminate 

information. Where news is provided from an algorithm that 

bases its selection upon perceived preferences, a discerning 

mind is crucial. It is also important to realise that many enter 

tertiary study as mature or older students; whether after a gap 

year, or as a career reinvention in later life. Therefore, all students 

should be given the ability to become discerning adults, 

who can manoeuvre successfully through the ‘switched on’ 

digital world. 

All interviewees suggested that a school-wide policy of 

instruction that built incrementally upon skills learned each 

year was the best response to their own institution’s limitations. 

This was highlighted by the tertiary professionals as 

being an excellent way in which collaboration between the 

librarian and the teachers could best be applied. It is significant 

that (anecdotally at least) where the library is given 

status within a school community, the librarian is often 

the person who is tasked to present information literacy 

instruction and tertiary preparation programmes to the students. 

Further research that follows students from those 

particular schools through their first year of tertiary education 

could be useful, providing evidence of the effectiveness 

of a tertiary preparation programme for all students. 

Conclusion 

Students are commencing tertiary education with varied 

comprehension of the skills needed for successful transition. 

Secondary schools and tertiary providers recognise that there 

is an issue to be resolved but because of the pressure of credit-achievement, 

time pressures within a crowded curriculum, 

and little communication between sectors and departments, 

the instruction is ad hoc, and reliant upon individuals within 

each institution. The students, who have had wider instruction, 

and/or a focused tertiary preparatory programme in Y13, 

appear to have understanding of the requirements as they 

enter their first year of study. Librarians within secondary 

schools are in a unique position where they can impart information 

literacy instruction in collaboration with teaching 

staff. When a school-wide policy of collaboration underpins 

this instruction, students are reminded of the need to always 

acknowledge their sources, how to do so and also how to recognise 

the validity or otherwise of the source they are citing. 

Through independent learning, encouraging wider thinking 

and critical response no matter what subject area they are in, 

the future for our world may be assured. Adults who can think 

clearly for themselves and who can recognise obfuscation 

may continue to shape the world for a future humanity. Within 

secondary schools, librarians in collaboration with teaching 

staff may impart some preparation for their students as they 

leave the protection of their high school for the wider world. 

52 53


References 

Emerson, L., Kilpin, K., & Feekery, A. (2014). Starting the 

conversation: Student transition from secondary to academic 

literacy. Curriculum Matters (10), 94-108. 

Emerson, L., Kilpin, K., & Feekery, A. (2015). Let’s talk 

about literacy: preparing students for the transition to tertiary 

learning. SET(1), 3-8. 

Lankes, R. (2011). The Atlas of New Librarianship. Cambridge, 

Massachusetts, USA: MIT Press. 

User Centred Design (UCD) and how it 

informs our online course design 

Dr. Li Wang and Dr. Beryl Plimmer 

University of Auckland 

Shields, G., & Bennett, D. (2006). fishing with the new 

net...transfer of students’ information-literacy skills between 

the secondary and tertiary environments. Set, Research 

Information for Teachers (2), 42-46. 

White, S. (2015). tertiaryprepprog.wordpress.com. Retrieved 

September 20, 2015, from https://tertiaryprepprog.wordpress. 

com 

A Libraries and Learning Services team took the responsibility of developing of an online course on academic 

integrity. The course would be compulsory for all of our new university students. This was a significant challenge 

as the course must cover the topic for all student levels and all disciplines, and must engage students in online 

learning. Taking a research informed, user centred design approach we successfully delivered this project. By collaborating 

with a consultant, an academic who teaches user centred design, the library team navigated their way 

through the various stages of information gathering, design, user testing and a pilot. Our experiences, reported 

here, showed the benefits of this approach in terms of applying a methodology for successful course development, 

better understanding our students, and staff development. 

Introduction 

The Teaching and Learning Quality Committee (TLQC) at 

the University of Auckland decided to require all students 

new to the university to undergo an academic integrity (AI) 

course. The University Libraries and Learning Services (LLS) 

volunteered to take on this project and was granted strategic 

development funding in August 2011. 

It was very challenging for the project team to develop this 

course. It would be compulsory for all undergraduates, postgraduate 

students, and doctoral candidates who enrol for the 

first time in a University of Auckland academic programme. 

The course must be suitable for all new students from local 

school leavers to international PhDs and all disciplines: arts, 

fine arts, science, medicine and engineering. There are over 

15,000 new enrolments each year. 

The project team consisted of five people from the LLS 

Learning Support Services team, plus one fulltime fixed term 

staff member and an academic (Plimmer), who acted as a 

User Centred Design (UCD) consultant. 

To commence we collected all academic integrity (AI) 

related policies, guidelines via university, faculty and departmental 

websites and compiled them into a 28 page document 

with 5 themes. We created personas that represented our 

major users. Our task was to turn these guidelines and policies 

into an interactive online course for our students. The 

questions was: how can we engage our students in this online 

course so that by completion they understand the principles 

and practice of academic integrity? 

With the guidance of the consultant from the University, we 

took a User Centred Design (UCD) approach. We developed 

personas, scenarios, created numerous prototypes and tested 

them with students. After a pilot in July 2013 with 3 faculties, 

the course was live from January 2014. 

The entire course development process, which we report on 

here, was a research-informed, user-centred design process. 

This paper describes how we implemented the UCD approach 

throughout the development of the course, as well as the findings 

and recommendations from this course development research. 

Methodology 

User centred design is best practice for developing software 

intended for public use. Its history can be traced from 

other discipline including ergonomics and ethnography and 

research methodologies such as action research. It was first 

developed in the 1980’s by Scandinavian researchers (Bødker 

et al, 1987, Ehn 1988) over a number of industry projects and 

defined as ‘cooperative design’ by Bødker (1996). It is also 

known to as code sign and participatory design (Sanders, 

and Stappers, 2008). The methods and applications have 

expanded over time as computer systems have evolved from 

almost entirely work-based tools to the everyday, anywhere 

devices we have today (Beck, 2002). These methods are now 

generally referred to as User Centred Design (UCD) and have 

been formalized into ISO standard 52075 (ISO, 2010). 

The key principles of the ISO standard is that will ensure a 

design is user centred are: 

• The design is based upon an explicit understanding of 

users, tasks and environments. 

• Users are involved throughout design and development. 

• The design is driven and refined by user-centred 

evaluation. 

• The process is iterative. 

• The design addresses the whole user experience. 

• The design team includes multidisciplinary skills and 

perspectives. 

There are four practises at the centre of UCD, personas, 

scenarios, non-functional and functional prototypes, and user 

testing. Personas and scenarios are created early in the project, 

towards the end of the information gathering step. Once 

created they can be used throughout the project and generally 

do not need to be revised. On the other hand prototyping 

and testing are iterative and it is not uncommon for a system 

to go through many iterations of prototype-test. There are 

no hard and fast rules about what should be prototyped and 

tested in each iteration – it may be an overview, section or tiny, 

but important, detail. 

• Personas 

A persona is a user archetype. They are effective if the 

designers can imagine them as if they were real people and 

when considering design alternatives ask ‘What would Fred 

think about this?’ 

A set of personas are created that cover the spectrum of 

real users in respect of the users goals when using the system 

and relevant personal attributes such as age, gender, first 

language and relevant background. They should be based on 

information gathered from real potential users. In our case: 

entry level, intended study area and first language were critical 

background attributes. For each persona a short bio captures 

the essence of a person. A persona should as a minimum have 

a: name, goal, relevant background and, most importantly, 

personality. It is also useful to add a photo to each. 

• Scenarios 

Scenarios are the stories of the personas completing the 

main tasks the system supports: for example self-checkout of 

a library book, reserving a book. In our particular case there 

was only one scenario – successfully completing the course. 

However most systems will have 6-8 key task that each type 

of user would be likely to perform. 

• Prototypes 

UCD design starts with creating a non-functional prototype. 

This is a visual representation of the software interface that is 

not operational. It may be hand-drawn on a piece of paper 

or whiteboard or mocked up in a software tool. Regardless 

of the technology used, it should be very quick to make and 

change so that the design team is prepared to change their 

own design and, more importantly, others are prepared to 

suggest changes. 

The non-functional prototypes are used to as communication 

medium between stakeholders and to test out the 

user experience. This user testing is done by emulating the 

functionality – often referred to as ‘Wizard of Oz’ testing, the 

wizard performs the operations of the system by changing the 

interface as the user pretends to interact with it. For example, 

when the user says ‘click this button’ the wizard shows the 

appropriate system response. 

The advantage of non-functional prototypes is the effort 

needed to explore design alternatives. Building a fully functional 

system is many times more expensive in terms of time 

and effort. If designers have invested heavily in a prototype, 

they are much less likely to throw it away. Whereas non-functional 

prototypes are quick to create and throw away. The best 

results are gained from using hand-drawn paper prototypes 

(Yeung et al, 2008). However people are now more used to 

using computer tools and often use custom prototyping tools 

such as Balsamiq or general presentation software such as 

Powerpoint. 

As the design ideas crystalize the non-functional prototype 

can be converted to a functional online prototype. If sufficient 

non-functional prototyping has been done, this is usually not a 

‘throw away’ prototype, but will evolve into the actual product. 

It is usually developed with this in mind, for example if the final 

system is to be web-based, it will be developed as such. 

Depending on the system and team, design can move 

backward and forward between non-functional and functional 

prototyping. However, it is always more expensive to change 

a functional prototype so spending more time and energy on 

non-functional prototypes is highly recommended. 

• User testing 

User testing is crucial to ensure that users can interact with 

the system as intended. User tests follow a defined protocol 

that includes introduction and training, tasks, and post-test 

debriefing. Introduction and training should be sufficient for 

the participant to be familiar with the system and goals. The 

participants are then asked to complete various tasks with the 

prototype. 

The tasks, the participants are asked to perform, should 

match the scenarios defined above – that is the main functional 

components of the system. During the tasks the participants 

are observed and recorded for later analysis. The 

results will include user errors and points of confusion, and 

time for each task. 

After the tasks are completed participants’ opinions are 

gather via either questionnaires, interviews or focus groups. 

• Results and Iteration 

Best results are obtained by iterating several times 

around design and user testing. About five participants 

per test is sufficient to provide reasonable results to inform 

the next design cycle. The types of problems identified 

during usability testing vary from high level problems of 

the user not understanding the purpose of the software to 

small details that confuse users. The results identify the 

problems but do not provide solutions. Another round of 

design and test is required to evaluate alternative solutions. 

Information gathering 

Before we started to design the online course, we collected 

all possible AI related documents throughout the university 

websites. We also identified 8 Subject Matter Experts (SMEs) 

from different faculties and student services departments. 

We talked with each of the SMEs to get their perspective of 

students’ issues, and we collected many different AI related 

stories. 

While we were collecting the policy documents, we also 

conducted a literature review (Mastin, Peszka & Lilly 2009; 

54 55


2009; Roberts & Shalin 2009; Craig, Federici & Buehler, enabled us to design the interface using non-functional buttons, 

image holders, navigation bars etc and for to be printed 

Our first prototype was made using Balsamiq. Balsamiq enabled us to design the 

2010; LoSchiavo & Shatz, 2011), and an environmental scan. 

interface using non-functional buttons, image holders, navigation bars etc and for 

Opportunely, we had two project team members attend the on a paper, as Figure 1 shown below: 

to be printed on a paper, as Figure 1 shown below: 

5th Asia Pacific Conference on Educational Integrity (APFEI, 

2011). We identified the following best practice trends for AI 

education from the literature review and the conference: 

We conducted a usability test with another 4 students by giving them a few tasks 

• A holistic approach to academic integrity with a variety 

to complete. Through observing them doing the tasks and also talking with them 

of ways to inform and educate students about unacceptable 

academic behaviour is best. 

at the end of the testing, we understood more of students’ needs and our design 

issues. 

• There is an ongoing movement in AI education from 

penalising to ‘developing’ and ‘educating’ students. 

The major findings from this round of testing were: 

The module content was too wordy and students didn’t read when it was 

• AI education material should clearly define the responsibilities 

in AI education for different stakeholder e.g. 

Students preferred immediate feedback and only when they got the 

text heavy! 

lecturers, students, and the institution. 

exercise wrong did they start to read. 

• AI education should reinforce the importance of 

learning and be learner focused. 

Terminology used in an online course was very important as different 

students may understand terms differently. For example, we used ‘activity’ 

• AI education should be about teaching students scholarly 

practice. 

for students to do an exercise before they were doing an online test, but 

many students mistook the activities as course assessment questions. 

Figure 1: Non-functional prototype 

Some functionalities did not work as well as we expected, e.g. we designed 

This information gathering step resulted in two major 

an accordion function Figure and hoped 2: that One students Module would Functional open them to do (Online) the Prototype 

This prototype Figure was 1: Non-functional user tested prototype with 3 students, including an international student. 

exercises (see Figure 4), but most students didn’t open it. 

documents: 

Figure 2: One Module Functional (Online) Prototype 

Then, we moved two more modules online and conducted 

We understood a lot better about students’ need from this usability test and also 

• We developed 4 themes for the AI course content. found many This problems prototype with was our user design. tested For with example, 3 students, students including could not easily Iteration 3: All Modules Functional Prototype 

user testing again. Minor improvements were made based on 

was to replace as much of the text as we could by multimedia. 

They are: 1) Importance of being honest; 2) So what navigate the an international design and some student. terminology We understood did not make a lot sense better to about them. 

After In the doing one this module we used functional our personas prototype as the test, actors we made (Figure many 3). improvements. 

the test results. 

A 

After this we moved all the modules online 

is dishonest and what is cheating? 3) How to be students’ need from this usability test and also found many 

Iteration 2: One Module Functional Prototype 

major change in design philosophy was to replace as much of the text and as we conducted could a ‘whole course’ user test. 

We also addressed the detailed issues we had uncovered. 

honest – avoid cheating & plagiarism; 4) UoA Policies problems with our design. For example, students could not 

by multimedia. In doing this we used our personas as the actors (Figure For 3). these We two rounds of testing, we started the testing by 

to encourage academic honesty. These themes were Under the 

easily 

guidance 

navigate 

of the 

the 

consultant, 

design and 

we created 

some terminology 

one module of 

did 

the 

not 

course as an 

We again looked at terminology and changed terms that had 

also addressed the detailed issues we had uncovered. We again asking looked students: at 

online functional prototype. The online module was designed based on the 

used in the next stage to develop the paper and online make sense to them. 

terminology caused confusion, and changed for example terms that ‘activities’ had caused with confusion, ‘exercises’. for We example ‘activities’ 

students’ feedback on the paper prototype. We improved navigation and added a with redesigned ‘exercises’. the We accordion redesigned icon the from accordion + to the icon chevron from (Figure + to the chevron As (Figure a university student, you are required to complete this 

prototypes. 

Glossary list • online. Iteration included 2: One many Module of the Functional functionalities Prototype and multimedia that we 4). 4). We We provided immediate feedback for all of online exercises, although, course as and we test. Would you like to start with the course or with 

• We develop personas. These personas helped us envisaged to implementing in the course, for example information resources, quizzes, 

AI education should be about teaching students scholarly practice. 

Under the guidance of the consultant, we created one 

will although, describe this as we was will still describe not right. this was still not right. 

the test? 

understand our students. Taking the UCD approach, click to open, image hotspots (mouse over the image) and an interactive activity. 

module of the course as an online functional prototype. The 

every step of the online course was designed and evaluated 

4 using themes the for the needs AI course of these content. personas They are: 1) as Importance a refer- 

international doctoral candidate who preferred to start 

All students preferred to start from the test, except one 

online module was designed based on the students’ feedback 

We developed 

on the paper prototype. We improved navigation and added a 

of being ence. honest; Notice 2) So what that is we dishonest carefully and balanced what is cheating? the set 3) of How personas 

honesty. to represent These themes our were major used categories in the next stage of students: 

to develop 

that when students could not answer the question, rather 

to 

from the course to understand the content first. We found 

be honest – avoid cheating & plagiarism; 4) UoA Policies to encourage Glossary list online. It included many of the functionalities and 

academic 

multimedia that we envisaged implementing in the course, for 

the paper different and online entry prototypes. levels, intended study areas, language 

than using the course material, they went to google to 

example information resources, quizzes, click to open, image 

background. 

find answers. One student could not find the answer from 

We develop personas. These personas helped us to understand our students. hotspots (mouse over the image) and an interactive activity. 

Taking The the next UCD step approach, was to every design step of a the system online course that turned was designed the university 

evaluated policies using the represented needs of these personas in the themes as a reference. we had Notice develop that we 

said: “I told you that I don’t need a course for the test, but 

and 

Google, he returned to the course and found the answer. He 

We conducted a usability test with another 4 students 

carefully balanced the set of personas to represent our major categories of by giving them a few tasks to complete. Through observing 

into 

students: 

an online 

different 

course 

entry levels, 

that students 

intended study 

would 

areas, 

engage 

language 

with. 

background. 

if the quality course like this, I would like to go through it.” 

them doing the tasks and also talking with them at the end of 

Other findings from this testing round included: 

the testing, we understood more of students’ needs and our 

• Some international students struggled with some language 

used in the course, 

design issues. 

Lisa, a 1 st year undergraduate Kiwi (NZ local) student 

enrolling in Business and Arts conjoint degree 

The Figure major 2: findings One Module from this Functional round of (Online) testing were: Prototype 

Figure 3: An example of personas being used as characters. 

• Students found the clock on each module (Figure 5) 

• The module content was too wordy and students didn’t 

Figure 3: An example of personas being used as characters. 

distracting. We thought it would guide them as to how 

Jian, a 1 read when it was text heavy! 

year undergraduate international student 

enrolling in a 

long a section took: they thought it put them under 

Bachelor of Science degree 

• Students preferred immediate feedback and only when 

time pressure. 

they got the exercise wrong did they start to read. 

• They navigated the course very differently from what 

Niko, a Master international student enrolling in an Arts 

• Terminology used in an online course was very important 

as different students may understand terms differ- 

degree 

we expected. They didn’t use the site bar to navigate, 

rather, they wanted to see an overview of the course on 

ently. For example, we used ‘activity’ for students to do 

Ursula, a Kiwi returning PhD student enrolling in 

the home page with any starting point (Figure 6). They 

an exercise before they were doing an online test, but 

Education 

also prefer to use ‘previous’ or ‘next’ to navigate the 

many students mistook the activities as course assessment 

questions. 

course site (Figure 7). 

Banika, a Research Masters from India enrolling in 

Masters of Engineering in Computer Systems 

• We confirmed that they didn’t read but scanned. 

• Some functionalities did not work as well as we 

• They liked to have answers quickly. 

expected, e.g. we designed an accordion function and 

• They like multimedia. 

hoped that students would open them to do the exercises 

(see Figure 4), but most students didn’t open it. 

The last three findings together led to the last major change 

Design and implementation 

in our course strategy. We moved much of the text content 

• Iteration 3: All Modules Functional Prototype 

Figure 4: + signs that were ignored changed to chevrons 

from the ‘teaching’ sections to the ‘exercise’ sections as we 

• Iteration 1: A Non-Functional Prototype 

After the one module functional prototype test, we made 

understood that students did read when they did not know the 

Our first prototype was made using Balsamiq. Balsamiq many improvements. A major change in design philosophy 

Figure 4: + signs that were ignored changed to chevrons 

answers to the exercise questions or they got the answer wrong. 

Then, we moved two more modules online and conducted user testing again. Minor 

56 

improvements were made based on the test results. After this we moved all the 

modules online and conducted a ‘whole course’ user test. 

57 

 

This information gathering step resulted in two major documents: 

 

 

The next step was to design a system that turned the university policies 

represented in the themes we had develop into an online course that students 

would engage with. 

Design and implementation 

Iteration 1: A Non-Functional Prototype 

students’ feedback on the paper prototype. We improved navigation and added a 

Glossary list online. It included many of the functionalities and multimedia that we 

envisaged implementing in the course, for example information resources, quizzes, 

click to open, image hotspots (mouse over the image) and an interactive activity. 

For these two rounds of testing, we started the testing by asking students:

understand. This enabled us to either replace the difficult English terms by 

commonly used words or to explain the important terms in the Glossary. Finally, 

the course was proofread by a Language specialist who has been working with 

students for a long time. 


Language and terminology 

had been an ongoing problem. To 

address this we used Oxford 30002 

to check all of English words used in 

the course (see Figure 8) and also 

asked two international students to 

highlight the words that they didn’t 

understand. This enabled us to either 

replace the difficult English terms by 

commonly used words or to explain 

the important terms in the Glossary. 

Finally, the course was proofread by 

Figure 5: students 

Figure 

found 

5: students 

the clock 

found 

on 

the 

each 

clock 

page 

on 

distracting 

each page distracting 

a Language specialist who has been 

working with students for a long time. 

• Iteration 4: pilot with 3 different faculties 

The most challenging issue to address was to attract students 

Iteration 4: pilot with 3 different faculties 

The further improvements were made based on the previous 

The rounds further of improvements usability testing. were A major made change based on was the naviga- 

previous rounds University of usability AI related policies. Each section of the course has 

to read the course information to understand the important 

tion: 

testing. 

the homepage 

A major change 

was redesigned 

was navigation: 

with circular 

the 

menu 

homepage 

and 

was scenario redesigned based with questions for students to do exercises. We realised 

from different rounds of usability testing that even students 

circular menu and a test link was also added onto it; previous-next links were 

a test link was also added onto it; previous-next links were 

added onto each page. See Figures 6 and 7 below. 

added onto each page. See Figures 6 and 7 below. 

didn’t read unless they had to because they had a wrong answer 

or could not found the right answer. Then they will open the exercise 

answers and read! Therefore, we took a new pedagogical 

approach and added the university policies and guidelines into 

the exercise answers (Figure 10). We have also linked each test 

question to associated course section so students can always get 

back to the course section and read the related course content. 

After all improvements were made, the final usability testing 

was conducted and a few minor changes were made. We also 

confirmed the total time for students to complete both the course 

content and test questions. On average, competent English 

readers spent 1.5-2 hours to complete the course and tests. It 

took up to 2.5 hours for students for whom English is another 

language. 

Figure 6: All students preferred to start from the tests so we add We link piloted on the course with 4 classes from the Engineering, Arts 

course home page 

and Science Faculties and two special groups, doctoral candidates 

and an indigenous study group-Tuakana. We worked collaboratively 

with course coordinators and encouraged students 

to complete the online course and tests. By the end of semester 

we had also run a survey and three focus group meetings with 

Figure 6: All students preferred to start from the tests so we add link on 

students. We made some minor changes to the course content 

the course home page. course home page 

but the pilot feedback 

was very positive and 

gave us confidence in the 

course and tests. 

Figure 5: students found the clock on each page distracting 

4: pilot with 3 different faculties 

her improvements were made based on the previous rounds of usability 

A major change was navigation: the homepage was redesigned with 

menu and a test link was also added onto it; previous-next links were 

nto each page. See Figures 6 and 7 below. 

6: All students preferred to start from the tests so we add link on the 

• Final stage: 

Course roll-out Jan 2014 

All students, who are 

new to our University 

were enrolled in the 

course by faculty in 

2014, and they are automatically 

enrolled in the 

course from 2015. This is a 

0 credit course; however 

they must complete the 

course before they graduate 

from the University. 

Figure 7: Students didn’t use the site bar but use previous and next to navigate There are over 15,000 

Figure 7: Students didn’t use the site bar but use previous and next to 

students enrolled in the course each year, about 12,000 of whom 

navigate 

The most challenging issue to address was to attract students to read the course 

information to understand the important University AI related policies. Each 

section of the course has scenario based questions for students to do exercises. 

We realised from different rounds of usability testing that even students didn’t 

read unless they had to because they had a wrong answer or could not found the 

right answer. Then they will open the exercise answers and read! Therefore, we 

took a new pedagogical approach and added the university policies and guidelines 

into the exercise answers (Figure 10). We have also linked each test question to 

associated course section so students can always get back to the course section 

and read the related Figure 8: course Oxford content. 3000 to check the course content 

Figure 8: Oxford 3000 to check the course content 

The distracting clock was removed from the site. We had by this point replaced 

most of the text by multimedia as shown in Figure 9. 

2 

Figure 9: most text was replaced by multi-media 

http://www.oxfordlearnersdictionaries.com/wordlist/english/oxford3000/ 

Figure 10: Moved the content to in the answer to attract students to read 

Figure 9: Moved the content to in the answer to attract students to read 

complete it in 2015. The remainder will be re-enrolled in it 

each year until they complete it unless they have dropped out 

of the University. 

Summary of key findings 

This was the largest and most far-reaching project the LLS 

team had undertaken. The UCD methodology provided a 

framework for us. Through the development of the personas 

and the iterative design, usability testing and redesign, we 

have learnt so much from our students. Below we summarize 

our first experiences with UCD and then our changed perception 

of how students engage with learning material. 

• Details matter (with examples below) 

o Clock: We thought a clock on the course site would provide 

students with an idea of how much time for a section, 

but students found it was distracting 

o Expand icons: students don’t open the + icon but they 

did the chevron 

o Language and terminology: activities vs exercise: when 

we use ‘activities’ for students to do exercises, they confused 

with the assessment questions so we replaced ‘activities’ by 

‘exercises’. Some words that we regard as ‘everyday’ 

caused major barriers for students who English as another 

language. 

• Navigation is critical 

o Students didn’t use the site bar navigation but prefer 

the ‘previous-next’ on each page. 

o Students preferred circular overview of the course on 

the home page. 

o Majority of students like to get in the course tests 

immediately, so the course test link should be visible and 

easy to access. 

• Students don’t read 

o Multimedia including cartoons, images and videos are 

preferred over text. 

o Our pedagogic approach changed by adding related 

policies and guidelines into the exercise answers. 

o We also referred each question back to the associated 

course section so students can click to get to that section. 

Feedback and impact 

• It was costly to develop but with over 12,000 students 

Language and terminology had been an ongoing problem. To address this we used 

58 Oxford 3000 2 to check all of English words used in the course (see Figure 8) and 

59 

also asked two international students to highlight the words that they didn’t 

understand. This enabled us to either replace the difficult English terms by


completing the course per annum, it is probably 

economic 

• Students feedback on the course was overwhelmingly 

positive: 

“Each module was set out in an easy way for students to 

understand it’s concepts.” 

“It is a good mix of engaging video clips, exercises, readings, 

tests, cartoons to deepen understanding.” 

“really made this usually dry learning a delight.” 

• Anecdotal feedback from faculty members is that plagiarism 

reduced considerably. 

• It was a great staff development opportunity for the 

project team. For example, we learnt that we have to be 

very clear about the purpose and audience, we need to 

prototype and test in small iterations. 

• After the course development, the UCD processes, 

particularly usability testing are the required for all LLS 

online projects which has changed the approach to 

online resources design. 

• Due to international interest of the course, it was 

adapted to a MOOC course in partnership with 

FutureLearn. The Academic integrity MOOC3 

runs 4 times each year. The MOOC course was 

also designed by applying the UCD approach. 

Recommendations 

This was a research informed, course development process. 

The key recommendation is to use the User Centred 

Design methodology for course development, in particular: 

• Know your purpose and audience well when you 

developed any online resources. 

• Invite Subject Matter Experts and other service departments 

and faculties to understand students’ issues. 

• Invite a UCD consultant to help with process and 

methodology. 

• Understand the context nationally and internationally 

• Know your users: talk to your students and create 

personas 

• Start with non-functional prototypes 

• Iterate design and implementation with user testing 

plan for several iterations of design-implement-test 

• Don’t assume students engage with material the way 

you did when you were a student. 

• Read more about UCD 

There are many good online resources on UCD. Two we particularly 

recommend are: 

1. http://www.usability.gov/ a USA government initiative 

that includes learning resources, and details on how to 

use the different methods 

2. The Encyclopedia of Human-Computer Interaction, 

2nd Ed, particularly chapter 30 Personas, 8 Contextual 

design, 15 Usability Evaluation 

Japanese Women in New Zealand as regular 

customers of Auckland Libraries 

Miyuki Hosoya-Neale 

Auckland Libraries 

miyuki.hosoya-neale@aucklandlibraries.govt.nz 

Research problem: Numerous suggestions have been made to improve library services for immigrants, especially 

for their initial stages of settlement. However, long-term residents have different expectations as regular library 

customers. In New Zealand, so far no researcher has investigated Japanese customers’ experiences and expectations 

regarding their local libraries. 

Methodology: Twelve semi-structured interviews were conducted in Japanese, with Japanese women who were 

selected by criterion sampling. Guided by the principles of phenomenology, this qualitative research describes 

their experiences and expectations. It also analyses their perceptions based on the theories of acculturation and 

social learning. 

Findings: Most participants feel ‘at home’ in New Zealand, while maintaining their Japanese cultural values. 

Generally, how they use libraries now is significantly different from how they did as new users. The factors that 

motivate or restrict their library use are based on their 1) traditional views and 2) sense of belonging. 

Implications: The recommendations made could be useful in reviewing policies and practices of public libraries. 

Further study is required for other language communities and this study could be used as a guide. The findings 

and discussion could be valuable for the practitioners and academics regarding immigrant customers’ 

perceptions. 

References 

APFEI (2011). 5th Asian Pacific conference on academic 

integrity. Retrieved from: http://www.apcei.catl.uwa.edu.au 

Abras, C., Maloney-Krichmar, D., Preece, J. (2004). User- 

Centered Design. In Bainbridge, W. Encyclopedia of Human- 

Computer Interaction. Thousand Oaks: Sage Publications, 

37(4), 445-456. 

Beck, E. (2002) P for Political: Participation is Not 

Enough, Scandinavian Journal of Information Systems. 14 

(1). Retrieved 28 June 2016 from: http://aisel.aisnet.org/sjis/ 

vol14/iss1/1 

Bødker, S., Ehn, P., Kammersgaard, J., Kyng, M & Sundblad, 

Y. (1987). A Utopian experience: In Bjerknes, G., Ehn. P., & 

Kyng, M. (Eds.), Computers and democracy: A Scandinavian 

challenge (pp. 251–278). Aldershot, UK: Avebury. 

Bødker, S (1996). “Creating conditions for participation: 

Conflicts and resources in systems design”. Human Computer 

Interaction 11 (3): 215–236. 

Craig, P.A., Federici, E., Buehler, M.A. (2010). Instructing 

students in academic integrity. Journal of College Science 

Teaching, 40(2), 18-23. Retrieved 28 June 2016 from: http:// 

digitalscholarship.unlv.edu/lib_articles/104. 

Ehn, P. (1988). Work-oriented design of computer artifacts. 

Falköping: Arbetslivscentrum/Almqvist & Wiksell 

International, Hillsdale, NJ: Lawrence Erlbaum Associates. 

ISO (2010), ISO 9241-210:2010 Ergonomics of humansystem 

interaction -- Part 210: Human-centred design for 

interactive systems. Retrieved 20 Jan 2016 from http://www. 

iso.org/iso/catalogue_detail.htm?csnumber=52075 

Mastin, D.F, Peszka, J. & Lilly, D.R. (2009) Online Academic 

Integrity. Teaching of Psychology. 36 (3). 

LoSchiavo, F.M. & Shatz, M.A. (2011). The Impact of an 

Honor Code on Cheating in Online Courses. Journal of Online 

Learning and Teaching. 7(2), p.179-184. 

Roberts, C.J. & Shalin, H.J. (2009). Issues of Academic 

Integrity: An Online Course for Students Addressing 

Academic Dishonesty. Retrieved 16 June 2016 from http://jolt. 

merlot.org/vol5no2/roberts_0609.pdf 

Sanders, E. and Stappers, P. J. Co-creation and the new 

landscapes of design. CoDesign 2008. 4(1): 5-18. Retrieved 28 

June 2016 from: http://studiolab.ide.tudelft.nl/manila/gems/ 

contextmapping/PreprintDraft.pdf 

Yeung, L., Plimmer, B., Lobb, B., & Elliffe, D. (2008). Effect 

of fidelity in diagram presentation. In Proceedings of the 

22nd British HCI Group Annual Conference on People and 

Computers: Culture, Creativity, Interaction. 1 (pp. 35-44). British 

Computer Society. 

Introduction 

The number of immigrants has been increasing steadily 

in New Zealand. In 2013, almost 40% of the population in 

Auckland is overseas-born (Statistics New Zealand, 2014). To 

respond to the needs of this multilingual community, Auckland 

Libraries (AL) provides various services and programmes. 

However, using a local library may be difficult for multilingual 

customers. The signage and online catalogues are all written 

in English and staff members speak fast in English with their 

customers. Immigrant customers may feel pressured to be 

competent in English before using a library. Even when they 

have lived near a library for a long time, they may not see it 

as ‘their’ place. 

Despite this, at a community library where I work, I’ve 

observed that Japanese customers have become regular 

library users requesting a number of items online. Their competence 

in English and their experiences of using libraries in 

Japan could explain this. Possibly also, someone has recommended 

using libraries and shown them what to do. However, 

we don’t know for sure. There may be other reasons that 

motivate these customers. In fact, we know little about them, 

as they don’t always come to talk to us. 

The purpose of this research is to gain a better understanding 

of Japanese customers by listening to their 

views regarding AL. It focuses on women and long-term 

residents, as they are the majority of its Japanese customers 

(Auckland Libraries Planning and Performance 

Team, 2013) and the majority of the Japanese population 

in New Zealand (Statistics New Zealand, 2015). It investigates 

the factors that motivate or restrict the Japanese 

women’s library use, based on their previous experience 

as new users, and their current experience as regular customers. 

It makes recommendations for improving library 

services by incorporating their ideas into policy and practice. 

Research problem 

‘Knowing who your customers are’ is very important for a 

library. Matthews (2009, p. 19) declares that ‘the library must 

earn the customer by somehow improving the quality of life 

of that customer!’ The library needs to ‘create unique and 

compelling value’ for the customers, so they ‘keep on coming 

back’ and ‘recruit other customers’ (Matthews, 2009, p. 19). 

However, Hernon and Matthews (2011, p. 137) claim that librarians 

historically have done little to learn about customers’ 

needs and expectations from their perspective. 

Public libraries have been ‘improving the quality of 

life’ for immigrants, especially for the initial stage of settlement 

(Cuban, 2007; Dali, 2010). However, previous 

studies found that immigrant users’ needs are different, 

depending on the length of time in the new country 

(Atlestam, Brunnström, & Myhre, 2011; Burke, 2008; Listwon 

& Sen, 2009). Hoyer (2011) maintains that successful 

libraries employ appropriate assessment and re-orient 

their services to meet their evolving communities’ needs. 

Significance of the study 

Firstly, this study ‘gives voice to immigrant readers 

under-represented in the LIS (Library and Information 

Science) literature’ (Dali, 2013a, p. 509). Immigrant customers’ 

60 61


AL’s Japanese customers to express their views freely in 

their own language. It is also the first user study conducted by 

a Japanese staff member of AL. The research promotes AL to 

the Japanese community by demonstrating its inclusiveness 

of hiring Japanese staff members and its willingness to listen 

to their customers. 

Secondly, this study is an ‘insider-led work based project’ 

(Costley, Elliott, & Gibbs, 2010, p. 3). The researcher’s position 

as an insider (Japanese community member and AL staff 

member) could provide a unique perspective that makes a 

difference to the research (Costley et al., 2010, p. 1). Work 

based research can provide evidence to influence policy and 

decision making, and to inform individual practice (Costley 

et al., 2010). It is timely for AL, as it is currently reviewing 

its practices for ‘community language collection management’ 

and ‘multicultural liaison network’ (in October 2015). 

Literature review 

• Immigrants’ experience 

From the psychological perspective, Barry (2010, p. 99) 

explains immigrants’ experience as the process of ‘acculturation’ 

and their choice of ‘acculturation strategies’ i.e. ‘assimilation’, 

‘separation’, ‘integration’ and ‘marginalisation’. The 

immigrants’ choice depends on various factors e.g. reason 

for immigration, personality (Berry, 2010, p. 99). The goal of 

acculturation used to be ‘assimilation’, to create a culturally 

homogeneous society. Currently, most studies found ‘integration’ 

as the preferred option. ‘Integration’ requires non-dominant 

groups to adopt the basic values of the larger society, 

simultaneously the dominant group are prepared to adapt 

national institutions (e.g. schools) to accommodate the needs 

of all groups, to achieve ‘multiculturalism’ (Berry, 2005). 

Recently, Barker (2015) investigated how bicultural identity 

is formed as an outcome of the acculturation process. 

Different individuals used different strategies in different settings. 

They actively evaluated and chose the aspects of host 

and home cultures, to create a complex mosaic. They developed 

‘an asymmetry form of biculturalism’ which was ‘highly 

selective yet anchored in an immutable home-culture identity’ 

(Barker, 2015, p. 68). 

‘Transnationalism’ is another important concept (Caidi, 

Allard, & Quirke, 2010). In the 1950s, European immigrants, 

who arrived by boat, adopted white New Zealander identity 

because the society pressured them to assimilate (George & 

Fitzgerald, 2012). These days, it is much easier for immigrants 

to keep in touch with their home countries, thanks to modern 

communication technologies and cheaper airfares. For immigrants, 

the perception of ‘home’ is changeable, depending on 

the location of their families and friends (Ralph & Staeheli, 

2011). 

From the perspective of social learning, immigrants’ experience 

may be described as ‘legitimate peripheral participation 

in a community of practice’ (Wenger 1998, cited in Wenger, 

2010). Boundaries of a community exist to unite its members 

with their shared practice. At the boundaries, learning occurs 

when people interact with another community and develop 

their competence and experience with unfamiliar practice. 

‘New members’ need to negotiate their identities to be 

acknowledged as a legitimate participant by the ‘old timers’. 

The community also learn by interacting with new members 

and with different communities (Wenger, 2010). 

Focusing on language learning, Norton and Toohey (2011) 

highlight how learners negotiate their multiple identities to 

participate in their target language community. Numerous 

studies have also identified political and economic issues 

that restrict or enable learners’ participation. Foucault (1980 

cited in Norton & Toohey, 2011) describes ‘the relationship 

between knowledge and power and the subtle and complex 

ways in which power circulates in society’. Learners are ‘in 

the struggle for legitimacy and claim the right to speak and be 

heard’ (Norton & Toohey, 2011, p.437). 

• Japanese women’s experiences 

The complexity of acculturation and social learning experience 

has been documented by Japanese researchers in 

English-speaking countries. In terms of identity, Japanese 

women may reject to be called ‘immigrants’ which suggests 

a marginalised position in Japan (Izuhara & Shibata, 2001). 

Instead, they may identify themselves as ‘residents’ (Izuhara 

& Shibata, 2001) or ‘learners of English’ (Kato, 2009; Takeda, 

2013). However, the common identities are ‘Japanese women’, 

‘mothers’ and ‘wives (of the dominant group members, or 

Japanese husbands)’. 

Japanese women generally hold positive attitudes towards 

the West and this motivates their move to Western countries 

(Kawakami, 2009; Takeda, 2013). For the older women, who 

settled in the 1950s-70s, assimilation is their choice to live 

happily in the US (Kawakami, 2012) and in the UK (Izuhara & 

Shibata, 2001). Their perceptions were often influenced by 

their position of being a wife of white middle-class (Deguchi, 

2006). 

However, Japanese women often experienced ‘downward 

social mobility’(Takeda, 2013). This shift is expressed as 

‘from being bilingual in Japan to non-native English speakers 

in Australia’ (Takeda, 2013), ‘from motivated, career-oriented 

women to full-time homemakers’ (Kawakami, 2009), 

‘becoming a student to revisit earlier stages of their career 

paths’ (Okamura & Miller, 2010). 

Although these women decided to escape from the 

Japanese social system, which emphasises restrictive gender 

roles and family orientation (Izuhara & Shibata, 2001), in the 

host country they may still choose traditional identities and 

roles. Kato (2009) reveals how Japanese women in New York 

constantly negotiated their traditional roles of Japanese wife 

and mother, while adopting their new role as Japanese language 

teacher for their children. 

• Immigrants and public libraries 

Among numerous studies about immigrant users of public 

libraries, only one about Japanese customers was found. 

Nomura and Caidi (2013) examined the case of Japanesespeaking 

families in Canada. They analysed the interview 

data and the participants’ picture diaries. While the library 

was valued as a comfortable and safe place for these families, 

libraries and librarians played only a marginal role with regard 

to their needs related to heritage language and general information 

(Nomura & Caidi, 2013). 

Dali (2010) argues that in North America, public libraries 

welcome immigrants primarily as ‘users’ or ‘learners’ (of 

English), but not as ‘readers’. Their library services and 

programmes for immigrants have been limited to a) ‘coping 

skills’ (e.g. language/computer literacy) and b) ‘arts and culture’ 

(e.g. cultural events), and the needs for ‘readers’ are not 

fulfilled (Dali, 2010, p. 215). For leisure reading, Ross (2009, p. 

654) asserts that librarians should trust readers and focus on 

listening to the readers’ preferences. This idea has prompted 

readers’ studies. However, the immigrant reader study is rare 

(Dali, 2012, p. 197). 

Dali (2012, 2013b) interviewed Russian immigrants and 

found that leisure reading plays an important role in their acculturation. 

Moreover, the interaction with librarians could assist 

immigrants to improve the quality of their lives. Dali (2013a, pp. 

518-519) maintains that readers’ advisory interaction is ‘a powerful 

intercultural encounter’, which can ‘reduce both uncertainty 

and anxiety’ and ‘contribute to the improved adaptation’. 

Research design 

I felt excited that Dali’s study respects immigrants as 

‘readers’ and highlights the benefit of interaction between 

librarians and immigrant customers. As Dali (2012, 2013b) 

thoroughly describes her qualitative research design, I have 

used it as a model. Research questions are formulated as: 

• RQ1: Who are the Japanese women who use AL? 

(background information) 

• RQ2: What are the characteristics of their experiences 

of using AL? 

• RQ3: What are their expectations of AL? 

• Consideration for research approach 

Phenomenology used in Dali (2012, 2013b) is appropriate for 

my research, as the researcher ‘has a personal interest’ and 

‘is intimately connected with the phenomenon’ (Moustakas, 

1994, p. 59). I am strongly connected with the phenomenon 

‘Japanese women’s experience of using AL’. ‘Phenomenology 

is committed to descriptions of experiences’ (Moustakas, 

1994, p. 58) therefore it is effective to communicate the accurate 

needs and expectations of the Japanese customers. 

Initially, I struggled with Moustakas’s transcendental phenomenology 

which discourages explanations or analyses. 

After exploring various approaches within phenomenology 

(Creswell, 2007, 2013), I followed Dali’s decision i.e. going beyond 

‘purely phenomenological boundaries’ to provide ‘deeper and 

more insightful interpretations’ (Dali, 2012, p. 199). I prioritised 

my goal of informing library professionals about Japanese 

women’s experiences while incorporating Moustakas’s 

suggestion of self-reflection throughout this research. 

Methodology 

To enhance transparency, ‘thick description’ (Creswell, 

2013) of the process is provided in my report (see Hosoya- 

Neale, 2015, pp. 19-32). This article provides a brief version 

as follows. 

• Researcher 

In New Zealand, people may see me as an Asian immigrant, 

but I identify myself as a Japanese woman, a teacher and a 

long-term Auckland resident. I had a stressful working life 

in Japan and came to Auckland for a change. As a single 

woman with a work permit, I had limited social connections. 

However, since my marriage to a middle-class New Zealand 

European 16 years ago, my social connections have significantly 

expanded. 

As a permanent resident, I started studying to become a fulltime 

language teacher. I studied for ten years, while working 

part-time, and received teaching qualifications. I worked as a 

primary teacher and as a volunteer telephone counsellor. In 

2011, I changed my career path and started working as a parttime 

library assistant. 

In Japan, I used public libraries only as a study place when 

I was a teenager. In New Zealand, when I started studying at 

Auckland University, I became a regular user of their libraries. 

I joined my local library in 2005 but didn’t use it much. I didn’t 

know much about what the library offers, until I became a staff 

member. Now I feel I belong to AL, and to my local community. 

• Participants 

Twelve participants were selected by ‘criterion sampling’ 

(Patton, cited in Williamson & Johanson, 2013, p. 345). They 

were all strangers to me, and fulfilled the following criteria: 

1. Native speakers of Japanese 

2. Born in Japan, New Zealand residents for over five 

years 

3. Females, aged 30 or older 

4. Visiting AL at least once a month in 2015 

5. Have borrowed library items by using their own library 

cards 

6. Willing to talk about their experiences of using AL. 

In recruiting, I prepared a notice in Japanese (see Hosoya- 

Neale, 2015, p. 64). I included a statement that participants 

would receive $20 cash for their time and effort. My 

plan was to post it in the libraries, but first I placed it on an 

Auckland-based Japanese community website nzdaisuki.com 

. This method was very effective as my notice received 48 

views after one hour. Next day, I received emails from eight 

Japanese women and confirmed first seven potential participants. 

Then, I already had twelve, including three introduced 

by my friends, and two library customers I had met briefly. 

Consequently, I did not post the notice in the libraries. 

• Ethical considerations 

Before recruiting participants, I obtained Auckland Libraries’ 

permission and approval from the Victoria University of 

Wellington School of Information Management Human Ethics 

Committee. Throughout the research process, I observed the 

practices for keeping the confidentiality of the participants’ 

identities and their interview data. 

• Data collection 

I prepared an interview protocol (see Hosoya-Neale, 2015, 

pp. 67-70) by consulting previous studies (Dali, 2013b; Wang, 

2011). I prioritised the purpose of ‘customers freely expressing 

their views’ and the appropriateness in Japanese communication. 

The seven open-ended questions, written in Japanese 

and English, asked the participants’ background, their reading 

preference and experience of using libraries in Japan and in 

New Zealand. 

The interview protocol also included a timeline i.e. a 

chronological line of immigration from arrival to present 

time. During the interview, significant events were marked 

e.g. birth of a child. The timeline was used collaboratively by 

62 63


the participants (to answer questions) and myself (to elicit 

answers and to take notes). In July 2015, I conducted interviews 

in Japanese at the location of the participants’ choice 

e.g. their home. After the participant consent forms were 

signed, I recorded the interviews with two audio-recording 

devices while taking notes. The average of duration was 48 

minutes. 

• Data analysis 

I transcribed the audio recording and emailed a copy to 

the participant for ‘member checking’ (Braun & Clarke, 2013; 

Creswell, 2013; Savin-Baden & Major, 2013). As suggested 

in Dali (2012, 2013b), I listened to the recording in Japanese, 

translated and transcribed it in English simultaneously. After 

the checking, I repeatedly read the twelve transcripts, listened 

to the recordings, and took some notes on the transcripts. To 

answer RQ1-3, I created three tables to collate the participants’ 

responses. An example of transcription and the tables 

are included in my report (see Hosoya-Neale, 2015, pp. 75-82). 

• Limitations 

As qualitative research, this study’s findings cannot be generalised 

(Creswell, 2014, p. 203). The accuracy of transcription 

could have been enhanced by employing a Japanese translator. 

However, I did it myself to protect the participants’ privacy 

and also to save time. Kim (2012) and Gawlewicz (2014) 

question the migrant researcher’s role as an interviewer and 

a translator. Nevertheless, this issue was mitigated by my 

personal principle of ‘honesty and integrity’ (Savin-Baden & 

Major, 2013) that I practised throughout this research. 

I acknowledge the biases based on my positon as a Japanese 

staff member of AL, and my personal background. However, 

Creswell (2013) supports that knowing the participants’ culture 

as a strategy for the validation. Previously, Japanese 

researchers/interviewers found the Japanese cultural communication 

style as problematic (Deguchi, 2006; Hyodo, 

2012) because of downplaying (Takeda, 2013). I took this into 

account and the problem appeared to be minimised by a rapport 

established with each interview participant, as I utilised 

my position of being another Japanese woman of similar age. 

Findings 

• RQ1: Who are they? – Background information* 

*Note: ‘Summary of participants’ background information’ 

in Appendix 1. 

Generally, the Japanese women who use AL regularly are 

well settled in New Zealand. Having lived for ‘over ten years’ 

(five participants) or ‘over 20 years’ (three), they feel ‘at home’ 

in New Zealand (nine). 

All participants, except one, are mothers. The majority are 

married to New Zealand European (six) and other European 

(one), while four married to Japanese. All had a formal qualification 

and work experience in Japan. ‘Downward social 

mobility’ (Takeda, 2013) was identified. However, for these 

women, it appears as the result of prioritising motherhood 

and achieving the healthy work-life balance. 

For the majority (seven), leisure reading means reading 

in Japanese, even with their high level of English (two). 

Regarding the library in Japan, five used it as a study place 

when they were students. As working adults, they did not use 

it much because they had no time (six) or they bought books 

(four). 

• RQ2: What are the characteristics of their experiences 

of using AL? 

Most women (eight) joined the library in their first year in 

New Zealand. The main reason was to borrow books for their 

children (six) and for themselves (six). They also lived close to 

a local library and had used a library before. In contrast, four 

women were non-members for a while for various reasons. 

Participant 5 (P5) remained a ‘visitor’ because she used the 

library only as a study place bringing her own books. P7 regularly 

visited and read library books, but remained a ‘visitor’ for 

11 years because she was afraid of losing or damaging library 

books. 

The way the participants use the library has significantly 

changed overtime. P5 and P7 are library members now. For 

others, when they were new members, they used it mainly 

for their children e.g. storytime (seven). Now their children 

are older, they are borrowing more books for themselves. 

They could remain loyal library customers for a long time, as 

Japanese women live a long life. 

Most women (eight) were members before the amalgamation 

of legacy library systems. With the establishment 

of Auckland Libraries in 2010, a free online request service 

started. This allowed greater access to Japanese books which 

are held in limited locations. These women are borrowing 

more books now. They spend more time searching online, 

and their library visits are mainly for picking up requests. 

• RQ3: What are their expectations of AL? 

What they appreciate most about AL is free access to 

books, especially Japanese books (seven). Eight women 

praised the free online request service. All appreciate printed 

books and enjoy physical experience of reading. Regarding 

AL’s Japanese collection, newer members are happy for just 

being able to read in Japanese (three). In contrast, experienced 

users know that new Japanese titles regularly appear 

in online catalogue. They have higher expectations and asked 

me questions regarding selection of titles, authors and genres. 

There are various suggestions for what AL could do better, 

regarding AL website and physical space. However, improvement 

of communication seems important. They wanted more 

visible display of notices (three), as well as regular communication 

(two) preferably in Japanese (two). There is a sense of 

exclusion, i.e. they feel they are missing out information about 

what is happening at the library and what services are available. 

Discussion 

The factors that motivate or restrict their library use are 

based on their: 

1. ‘traditional views’ towards ‘books and libraries’ and 

‘reading in Japanese’ 

2. ‘sense of belonging’ ‘in New Zealand’ and ‘in Auckland 

Libraries’. 

• Traditional views 

• Books and libraries 

‘I visit my local library every day to study (English)’ (P5) 

In Japan, the participants used libraries as a study place. 

P5 continues this and brings her own books. This restricts 

her exploration of library resources e.g. adult literacy readers, 

which could be more beneficial for her. Her perception of a 

quiet study place may prevent her from interacting with each 

other and connecting with the local community. 

‘I teach my children to look after books with respect’ (P9) 

Traditionally, Japanese children are taught to look after 

their books bought by their parents. At school, they learn 

how to use school library books that belong to everyone. 

Their respect for books could make them excellent library 

customers. However, some Japanese residents, like P7, may 

remain ‘non-members’ due to their anxiety about borrowing 

library books. 

In New Zealand, Japanese residents regard their books as 

especially valuable, and they cannot easily discard the books 

they have bought. Donating them to a public library could be 

their first choice. With their good intentions, they frequently 

ask me about donation, as three participants did. This is 

concerning as a misconception among Japanese residents 

i.e. AL’s Japanese collection consists of donated or unwanted 

books. This perception of multilingual collections being unattractive 

and dated is also identified in van der Linden et al. 

(2014). 

‘I like the feel of paper’ (P11) 

For all participants, books mean ‘print’. They know e-books 

are available via AL website, but no one was interested. These 

Japanese women feel ‘emotional attachment’ (Dali, 2012) to 

the physical experience of reading printed books. Japanese 

books, with their variety of sizes and materials, enhance the 

reading experience. Because all participants frequently read 

news and other articles online, they are concerned about their 

eye health and the unknown effects of radiation. They have 

made their conscious decision to read printed books to suit 

their natural and healthy lifestyle, which is the reason of living 

in New Zealand for many Japanese people. 

• Reading in Japanese 

‘I prefer reading in Japanese’ (P10) 

Dali (2012, 2013b) discusses the choice of native language 

for leisure reading. The Russian readers strongly believe ‘the 

impossibility of experiencing genuine pleasure when reading 

in a language other than the native one’ (Dali, 2012, p. 209). 

This attitude, rather than the limited English proficiency, is the 

main reason for their choice of reading in Russian (Dali, 2012). 

Similarly, leisure reading in Japanese does not always mean 

a low proficiency level of English. P5 and P10, who read only 

in Japanese, both hold tertiary qualifications through English 

medium. They studied Education (P10) and Japanese literature 

(P5) in Japan, and have taught Japanese in New Zealand. 

Perhaps, they appreciate Japanese novels at a deeper level. 

Thus, reading in Japanese could be a special and engaging 

experience than mere entertainment. 

‘I shouldn’t be reading Japanese novels all the time. I must 

study English’ (P1) 

P1 loves reading in Japanese, at the same time she feels 

guilty about escaping from the English speaking environment. 

Even though she lives in New Zealand, when her family 

and friends all speak in Japanese, it is difficult to improve her 

English. The limited opportunities for immigrants to interact 

with native English speakers was discussed in Han (2012) and 

Yates (2011). 

P1 borrows AL’s ESOL textbooks which she does not find 

useful. Instead of her traditional learning strategy, interacting 

with readers’ advisors at the library (Dali, 2013a) could be 

more beneficial to improve her English. AL offers ‘Book a 

Librarian’ service (Auckland Council, 2015a), one-on-one session 

for any inquiry, but none of the participants knew of it. 

Sense of belonging 

• In New Zealand 

‘I feel happy living in New Zealand’ (P2) 

This study confirms the Japanese women’s positive attitudes 

towards the West in previous studies (Kawakami, 

2009; Takeda, 2013). Nine women who feel ‘at home’ in New 

Zealand, are all mothers and six are married to New Zealand 

Europeans. This is consistent with the analysis by Izuhara and 

Shibata (2001, p. 579) i.e. ‘having a partner and children in the 

country reinforces the women’s decision to stay-put’. 

Takeda (2013, p. 420) describes ‘homelessness’ of Japanese 

migrant women feeling alienated in Australia and in Japan. 

However, most women I met were optimistic and confident. 

Probably, over the years they have successfully established 

secure social connections in New Zealand, while maintaining 

strong ties with Japan. This confirms ‘an asymmetry form of 

biculturalism’ (Barker, 2015, p. 68), ‘transnationalism’ (Caidi et 

al., 2010) and their changeable perception of ‘home’ (Ralph & 

Staeheli, 2011). 

• In Auckland Libraries 

‘I felt happy to see Japanese books in the all English environment’ 

(P1) 

P1 remembers her first visit to Central Library 16 years 

ago. Finding Japanese books was like being reunited with 

her family, and she felt relieved after navigating through 

the unfamiliar area by herself. She also felt proud to find 

Japanese books included in the largest public library in 

Auckland. Possibly, because English language is difficult for 

her to master, she believes English books have higher status 

than Japanese books. She may have perceived the Japanese 

collection representing herself, and she felt a sense of inclusiveness 

among English books which represent the Auckland 

community. 

‘I enjoyed meeting other mothers at storytime’ (P3) 

P3 attended storytime regularly with her child. This benefitted 

P3 through social interaction with other mothers who 

were mainly New Zealand Europeans. Even though she was a 

‘new member’ (i.e. Japanese immigrant) of the library community, 

she was accepted by the ‘old timers’ (i.e. New Zealanders) 

as she negotiated her identity of ‘mother’. After ten years, she 

still socialises with some mothers. 

P3 has achieved integration due to various factors i.e. her 

outgoing personality; high proficiency level of English; married 

to New Zealand European, and social experience through 

living and working mainly with English speakers for 20 years. 

Also, for leisure reading, she enjoys reading in Japanese and 

in English and chooses titles that are popular among her Kiwi 

friends e.g. ‘chick lit’. This is an example of how acculturation 

attitudes reflect immigrants’ reading habits (Dali, 2012). 

64 65


Implications 

Recommendations are made to improve AL’s services for 

Japanese customers. They may also be beneficial for other 

immigrant customers and for other libraries. 

• Option of family membership 

Japanese mothers are the managers of library books for the 

whole family. It is not just the practicality of using only one 

card, but also because of their family-orientated value. This 

family-orientation, possibly also found in other ethnic groups, 

could be accommodated more in AL’s practices. 

• Programmes to enhance interaction between immigrants 

and locals, and among immigrants 

For example, topical discussions could be organised and 

one topic could be ‘Murakami Haruki’. Murakami has a huge 

international fan base, so the participants could share their 

passion for reading his work. Even though the discussion is 

conducted in English, Japanese participants may be regarded 

as ‘experts’ and this status could support their confidence in 

interacting with the locals. The locals may listen more attentively 

to Japanese participants for their cultural experience 

shared with the ‘literary giant’ (Scoop Media, 2015, March 18). 

Bilingual staff members could take turns to plan the discussions 

around their expertise e.g. Chinese cuisine, Bollywood 

movies. Furthermore, libraries could offer more programmes 

requiring less verbal interaction e.g. music, craft, games. 

These programmes could encourage a variety of people to 

come to the libraries, and the participants may feel a sense 

of togetherness through helping each other in the activities. 

• Improving communication with the language 

communities 

The participants’ feeling of ‘being excluded’ is mainly due to 

communication problems. While AL website provides plenty 

of information, currently it is only in English and text heavy, 

which may not be the best way to communicate with Japanese 

customers. Also, some prefer more traditional methods (e.g. 

notices), and they could be more visible in the library. 

In addition, I found an Auckland-based Japanese community 

website as effective for recruiting interview participants. 

It could be utilised regularly to provide information about AL 

resources and services in a monthly column, and to promote 

events and programmes in ‘classifieds’. It could show the 

availability of Japanese staff members, for the people who 

prefer to communicate in Japanese. 

Moreover, AL could involve customers for its community 

language collection development (Dilevko & Dali, 2002). This 

References 

Atlestam, I., Brunnström, A., & Myhre, R. (2011). Collection 

development for immigrants - what to purchase, and why? 

Findings in Gothenburg, Sweden. IFLA Journal, 37(1), 69-79. 

Auckland Council. (2013). Auckland Libraries: Te Kauroa- 

Future Directions. Auckland, New Zealand. Retrieved 

from http://www.aucklandlibraries.govt.nz/EN/About/ 

Documents/futuredirectionsfull.pdf. 

Auckland Council. (2015a). Book a librarian. 

Retrieved 

study confirms that immigrant users are willing to share their 

thoughts to improve multilingual collections (Atlestam et al., 

2011; Listwon & Sen, 2009; van der Linden et al., 2014; Wang, 

2011). Also, AL’s existing service ‘Suggestion for Purchase’ 

(Auckland Council, 2015b) could be promoted more to 

encourage customers’ input. 

• Extra investment in library environment and staff 

training to welcome visitors 

For immigrant customers, their local library can be a safe 

place to ‘test the water’. It represents the local community, 

and they observe how it operates before they participate 

fully in the activities. At first, they may choose to be a ‘visitor’ 

and possibly remain a ‘non-member’ for a long time. It is 

important for them to accumulate positive experiences at the 

library. In time, they may decide to become library members, 

like P5 and P7 did. And this could ‘improve the quality of life’ 

(Matthews, 2009, p. 19) for these customers. 

Future research 

This study could be repeated for other ethnic groups by 

other immigrant/bilingual staff members. Many highly qualified 

immigrants work as a library assistant who may be too 

busy to do research. However, their cultural expertise and 

social networks are valuable for public libraries to connect 

with their immigrant customers. They could be given more 

work time to engage with their language communities and 

rewarded accordingly. 

Conclusion - self reflection 

These Japanese women are mothers, wives, and long-term 

New Zealand residents. Before labelling them as ‘immigrants’ 

or ‘English language learners’, libraries and librarians should 

respect them as ‘readers’ and ‘regular customers’ and listen to 

their opinions. They are so willing to help the library they love. 

The knowledge gained from this study is valuable and I feel a 

responsibility to share it with as many library professionals as 

possible. 

Personally, I will apply this knowledge to provide ‘programmes 

and services that inspire learning and participation’ 

(Auckland Council, 2013, p. 30). As an AL staff member, and 

as a Japanese resident in Auckland, I will continue working as 

a bridge between the library and the Japanese community, to 

enhance their participation in the library and beyond. 

October 6, 2015, from http://www.aucklandlibraries.govt.nz/ 

EN/services/bookalibrarian/Pages/bookalibrarian.aspx 

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Retrieved October 10, 2015, from http://www.aucklandlibraries. 

govt.nz/EN/contactus/Pages/SuggestionforPurchase.aspx 

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cultures. International Journal of Intercultural Relations, 29, 

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Berry, J. W. (2010). Intercultural Relations and Acculturation 

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research: a practical guide for beginners. London, UK: SAGE 

Publications Inc. 

Burke, S. K. (2008). Use of public libraries by immigrants. 

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Caidi, N., Allard, D., & Quirke, L. (2010). Information practices 

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Technology, 44(1), 491-531. 

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research: Approaches to enquiry for insider-researchers. 

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design: choosing among five approaches (2nd ed.). Thousand 

Oaks, CA: SAGE Publications, Inc. 

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choosing among five approaches (3rd ed.). Los Angeles, CA: 

SAGE Publications, Inc. 

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and mixed methods approaches Thousand Oaks, CA: 

SAGE Publications, Inc. 

Cuban, S. (2007). Serving new immigrant communities in the 

library. Westport, CT: Libraries Unlimited. 

Dali, K. (2010). Readers’ advisory interaction with immigrant 

readers. New Library World, 111(5/6), 213-222. 

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Getting it right: An investigation into the effects 

of the team teaching pedagogy in Doctoral 

Skills information literacy workshops 

Neda Zdravkovic, Learning Support Services Librarian, University of Auckland, New Zealand 

n.zdravkovic@auckland.ac.nz 

Working with independent researchers, such as doctoral candidates, postdocs and early-career academics, 

represents an on-going challenge that academic libraries are facing. Understanding the researchers’ learning 

needs is critical for academic librarians to effectively provide information literacy instruction for this specific group 

of learners. This paper brings further insights into the information literacy pedagogy. 

Purpose: In order to ensure adequate peer-teaching support for library presenters and enable them to effectively 

address learning needs of doctoral candidates, the team-teaching pedagogy has been for the first time systematically 

applied in the Doctoral Skills Programme information literacy workshops at the University of Auckland at the 

beginning of 2014. This research study investigates how has this shift in the pedagogical approach affected both IL 

presenters and doctoral candidates in relation to the quality of their teaching and learning. 

Research design: The study involved a mixed-methods approach including two online surveys (one each for 

doctoral candidates and IL presenters) and two focus groups—one each for doctoral candidates (n=5) and IL 

presenters (n=5). 

Findings: The findings reveal a slight imbalance between library presenters’ and doctoral candidates’ perspectives 

in relation to the applied pedagogy and suggest that team teaching can accommodate learning needs of doctoral 

candidates under the condition that it fosters both interactive (hands-on, experiential) and socially situated, collaborative 

peer-learning environment. 

Keywords: doctoral programme, team teaching, information literacy, pedagogy 

The application of team teaching pedagogy in University of 

Introduction 

Auckland DSP IL workshops 

The Information Literacy (IL) workshops specifically The University of Auckland Doctoral Skills Programme provides 

Appendix 1: Summary of participants’ background information 

Appendix 1: Summary of participants’ background information 

academic and professional development support for 

designed for and offered to doctoral candidates (DCs), are 

historically viewed by students and faculty as “skills–based”, DCs exclusively, and is managed by the School of Graduate 

providing instruction on using a specific software or electronic Studies in conjunction with Libraries and Learning Services. 

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 

Living Reason for Married to Children Occupation Occupation Education 

Level of Leisure Living in NZ is Used library in 

resource, and less as integrated and essential components Currently there are just over 2,000 doctoral candidates 

in NZ immigration 

M/F Currently 

Previously 

NZ/Japan 

reading in reading comfortable Japan 

of the research process (Exner, 2014; Daland 2013; Green & enrolled at the University of Auckland (UoA) and this number 

since 

(Age) 

NZ/Japan 

English 

P1 1999 Couple’s Japanese M(16) Homemaker NZ) Shop assistant J) Junior college 3 Average 2 Mainly J 6 Feel 1 Never 

Macauley, 2007; Alfonzo & Batson, 2014). These workshops is growing. The institution is research-intensive and successful 

decision 

F(9) 

‘at home’ 

are commonly offered as part of a specific programme (for 

doctoral completions are one of its strategic priorities. 

P2 1995 Marriage British M Caregiver/ 

NZ) Japanese NZ) Cert Level4 3 Average or 1 Only J 6 Feel 3 Sometimes 

(18, 17) Massage therapist restaurant staff 

4 Good 

‘at home’ 

undergraduates, postgraduates or doctoral candidates) or The Doctoral Skills Programme consists of 24 different 

F(14) 

P3 1994 Study, NZE F(14) Interpreter/ NZ) Tourism J) Junior college 5 High 3 Equally J 6 Feel 2 Rarely 

individually, as one-shot generic sessions available to all students, 

workshops offered on a voluntary- attendance basis, totalling 

regardless of the degree or study programme they are approximately 250 sessions with nearly 2300 attendances 

marriage 

Teacher aide teacher 

NZ) Cert Level 5 

and E ‘at home’ 

J) English teacher 

P4 2009 Couple’s Japanese M Animator 

NZ) Editor 

J) Degree 

4 Good or 3 Equally J 2 Rarely 1 Never 

enrolled in (Green, 2006; Green & Macauley, 2007). The development 

annually. Fourteen of these 24 workshops are coordinated 

decision 

(18, 14) 

J) Editor 

Canada) 

5 High and E 

F(16) 

Degree 

of an IL component for doctoral skills programmes by the Libraries and Learning Services and are specifically 

P5 2007 Couple’s Slovakian None Homemaker NZ) Office admin, NZ) Diploma 4 Good 1 Only J 6 Feel 2 Rarely 

decision 

sales, teaching Level 6 

‘at home’ 3 Sometimes 

is a growing new practice, and yet, as Carter & Laurs (2014), designed to support and scaffold IL and research skills. They 

P6 2004 Marriage British 

Lee & Boud (2009) and Lee & Danby (2012) point out, limited 

amount of scholarship has been published to date (Exner, ised in different disciplines. 

are presented by the team of 35 Subject Librarians special- 

M(8) Homemaker NZ) Nanny J) Degree 4 Good or 3 Equally J 6 Feel 4 Often 

F(3) 

5 High and E ‘at home’ 

P7 2003 Working NZE F(8, 5) Homemaker NZ) Japanese J) Secondary 3 Average 1 Only J 6 Feel 1 Never 

2014; Daland, 2013; Green, 2006; Rempel, 2010; Green & In order to ensure adequate peer-teaching support for 

holiday 

restaurant staff school 

‘at home’ 

Marriage 

J) Graphic design 

Macauley, 2007; Grant & Berg, 2008; Simpson, 1998; Hall & library presenters and enable them to effectively address 

P8 1997 Couple’s Japanese F(17) Make-up artist J) Hair dresser J) Hairdressing 3 Average 1 Only J 6 Feel 3 Sometimes 

decision 

qualification 

‘at home’ 

Jaquet, 2016) that specifically addresses the pedagogy of IL learning needs of doctoral candidates, and due to its known 

P9 1998 

doctoral teaching and learning. It is still relatively unknown advantages (summarised in Table 1), the team teaching 

Working NZE M(10) School office NZ) Lang. school NZ) Cert Level 6 5 High 3 Equally J 6 Feel 2 Rarely 

holiday 

F(9) administrator admin/teaching J) Degree 

and E ‘at home’ 5 Very often 

how well information professionals and practitioners are pedagogy was systematically introduced and applied in the 

Marriage 

J) English teacher 

(at uni) 

P10 2009 Marriage NZE M(0) Teacher for J) Junior high NZ) 

4 Good or 1 Only J 4 Often 4 Often 

applying adequate pedagogy that accommodates IL learning University of Auckland Doctoral Skills Programme (DSP) IL 

F(4) Japanese children school teacher Post Grad Diploma 5 High 

J) Degree 

needs of independent researchers and doctoral candidates workshops at the beginning of 2014. The content, structure, 

P11 1990 Working Separated F ESOL teacher/ int’l J) office worker NZ) 

4 Good 3 Equally J 6 Feel 3 Sometimes 

(Exner, 2014; Rempel, 2010; Streatfield, Allen & Wilson, 2010; learning activities and teaching materials have been created 

holiday NZE (24, 20) student advisor 

Post Grad Dip 5 High and E ‘at home’ 

Marriage 

J) J college 

Boud & Lee ,2005). The research study described in this paper through mutual collaboration between presenters and the 

P12 2007 Couple’s Japanese None Cleaner NZ) Airport J) Secondary 3 Average 2 Mainly J 3 Sometimes 4 Often 

decision 

assistant 

school 

contributes to the scholarly inquiry into the effectiveness of Learning Services Librarian, who is the principal investigator 

J) Service staff 

the applied pedagogy in IL workshops which are delivered as of this study. 

an integral component of a generic doctoral skills programme. 

26 

68 69


Table 1: Summary of benefits of the application of team teaching 

Team teaching pedagogy 

pedagogy Table 1: Summary from student of benefits and presenter of the application perspective of team teaching pedagogy from student and 

A team teaching pedagogy (where two or more instructors 

presenter perspective 

are involved in the delivery of one workshop) is 

recognised as one of the proven instructional 

strategies that fosters student and presenter 

engagement in the form of an open dialogue, 

shared expertise and dynamic learning environment 

(Medaille & Shannon, 2012). Current 

studies on the application of team teaching 

pedagogy in IL workshops in higher education 

promote the value of this approach (see 

Table 1) as the proven method of supporting 

the quality of student learning (Wenger & 

Hornyak, 1999; Medaille & Shannon, 2012; 

Baran, 2010; Partridge & Hallam, 2005; Jurena 

& Daniels, 1997; Finley et al., 2004; Anderson 

& Speck, 1998) and the quality of professional 

development and collaboration among co-presenters 

(Wenger & Hornyak, 1999; Stehlik, 1995; 

Carpenter, Crawford & Walden, 2007; Medaille 

& Shannon, 2012; Walters & Misra, 2013; 

Rytivaara & Kershner, 2012; Hosier, 2012). 

Apart from the recognised benefits of application 

of the team teaching pedagogy in IL 

workshops at tertiary level, two relatively 

recently published studies (Alfonzo & Batson, 

2014; Secker & Macrae-Gibson, 2010) specifi- 

The following models (or “motifs” as categorised by Wenger & Hornyak, 1999) of team 

The following models (or “motifs” as categorised by Wenger 

teaching collaborations have been applied in the IL DSP workshops at the University cally discuss of the application of team teaching pedagogy in 

& Hornyak, 1999) of team teaching collaborations have 

Auckland: 

IL face-to-face workshops designed and offered as part of 

been applied in the IL DSP workshops at the University of 

a) The sequential motif (Wenger & Hornyak, 1999), or Category B (Goetz, a generic 2000), where doctoral programme. Alfonzo & Batson’s (2014) 

Auckland: 

one presenter at a time addresses the class, e.g., one presenter teaches study in recommends the first the co-teaching approach involving three 

• The hour sequential of the session motif and the (Wenger second presenter & Hornyak, teaches 1999), in the or second co-presenters hour. as an effective method for enabling IL (or 

b) Category The distinctions B (Goetz, motif (Wenger 2000), where & Hornyak, one 1999) presenter or Category a A (Goetz, “information 2000), where and digital literacy”, as they define it) presenters 

time each presenter addresses intermittently the class, e.g., delivers one presenter the section/ teaches content in of the workshop to offer related adequate to support for advanced research needs of 

their first area hour of expertise. of the session and the second presenter candidates. They noticed the “smoother class flow”, increased 

c) teaches Dialectic motif in the (Wenger second & hour. Hornyak, 1999) or Collaborative teaching engagement model (Goetz, of attendees and flexibility for “one-on-one” 

• The 2000), distinctions where the teachers motif (Wenger work together & Hornyak, throughout 1999) the session or to interaction deliver the with students during each session. 

Category content in the A (Goetz, form of 2000), a joint dialogue/ where each presentation. presenter intermittently 

delivers the section/ content of the workshop study involving the design and delivery of a compulsory IL 

Secker & Macrae-Gibson (2010, p. 101) describe a case 

The co-teaching models were selected by the presenters and applied organically, depending 

related to their area of expertise. 

Programme package consisting of six consecutive workshops 

on their personal teaching styles and preferences, while they collaborated amongst 

• Dialectic motif (Wenger & Hornyak, 1999) or at the London School of Economics and Political Science. 

themselves as they prepared and delivered sessions. The systematic change in the 

Collaborative teaching model (Goetz, 2000), where While their study highlights benefits of team teaching as a 

pedagogical 

the teachers 

approach inevitably 

work together 

affected 

throughout 

the presenters 

the 

involved—in 

session 

relation 

staff 

to 

development 

the quality of 

opportunity, it recommends team-teaching 

their teaching, 

to deliver 

and 

the 

for DCs—in 

content 

relation 

in the 

to 

form 

the quality 

of a joint 

of their 

dialogue/ 

learning and IL 

as 

and 

an 

research 

effective method allowing variation of teaching styles 

presentation. 

and dynamic learning environment. 

3 

Apart from these two studies, the lack of in-depth research 

The co-teaching models were selected by the presenters 

into the pedagogical needs of DCs specifically in the IL DSP 

and applied organically, depending on their personal teaching 

face-to-face workshop environment leaves the lingering 

styles and preferences, while they collaborated amongst 

question whether we, as educators and information professionals, 

have enough understanding about IL learning needs 

themselves as they prepared and delivered sessions. The 

systematic change in the pedagogical approach inevitably 

of doctoral candidates, in order to effectively support them in 

affected the presenters involved—in relation to the quality of 

their journey towards independent scholarship? Does team 

their teaching, and for DCs—in relation to the quality of their 

teaching pedagogy truly enable library presenters to effectively 

address the learning needs of DCs in IL DSP workshops? 

learning and IL and research support provided. This study 

aims to contribute to the deeper understanding of the impact 

of this pedagogical shift and bring insights into the teaching 

and learning needs of DCs and library presenters in IL DSP Research design 

workshop environment. 

In order to broaden our understanding in regards to these 

questions, a research study was conducted in April 2015. 

approach involving two online surveys and two focus groups. 

The aim of the study was to uncover information about the 

following: 

1. What were the effects (challenges vs benefits) of the 

application of the team teaching pedagogy in DSP IL workshops 

at the University of Auckland in relation to: 

a) The quality of student learning in IL DSP workshops 

b) The teaching practice of library presenters (Table 4). 

2. What were the views of DCs and library presenters in 

relation to team teaching pedagogy (“what works well and 

what doesn’t”) and whether or not this approach was suitable 

to effectively address DCs learning needs (Table 5). 

3. What were the actual preferred teaching and learning 

pedagogies from both DCs’ and IL DSP presenters’ perspectives 

and the correlation between the two (Table 

6). 

Online surveys 

An online survey was set up using the 

SurveyMonkey survey tool and sent anonymously 

via a system generated email message 

to 19 Subject Librarians available at the time of 

study and currently involved in the DSP IL workshop 

team teaching. Eleven librarians responded 

and submitted feedback. The survey consisted 

of five questions (see Table 2) investigating presenters’ 

experiences and attitudes towards participation 

in DSP IL teaching teams, the effect 

this collaboration has had on their teaching and 

pedagogical practices, mutual relationships and 

professional development. 

The second online survey was also set up 

specifically for DCs who attended more than 

one DSP IL workshop in period January 2014 – 

April 2015. The survey consisted of three questions 

(see Table 2) investigating students’ attitudes 

and experience of team taught workshops 

in relation to the quality of their learning and 

learning needs. 

Table 2: Online survey questions 

Table 3: Focus group questions 

The DSP IL workshop attendance data was collected using the DSP workshop online booking 

Table system 2: Online and 160 survey candidates questions were contacted via an email and invited to take part in the online 

survey anonymously. From this cohort, 37 candidates responded and submitted their findings. 

comments The DSP and IL feedback. workshop attendance data was collected using 

the DSP workshop online booking system and 160 candidates 

were contacted via an email and invited to take part in the 

online survey anonymously. From this cohort, 37 candidates 

responded and submitted their comments and feedback. 

• Focus groups 

After gathering and analysing the online survey data, a 

follow up focus group was organised for DSP IL workshop 

presenters who are currently involved in team teaching in 

the Programme. Five Subject Librarians voluntarily took part 

in the semi-structured one hour long group meeting and 

discussed five semi-structured questions (see Table 3). The 

discussion addressed presenters’ positive experiences as 

well as challenges of being part of the DSP teaching team. 

Each focus group discussion was recorded in two ways – a digital (audio) recording was made 

Table 3: Focus group questions 

using Sony USB audio device and an assigned notetaker took written notes. The principal 

investigator subsequently transcribed Following both group completion interviews, analysed of the notes online and survey, coded the an 

data. The notetaker and principal investigator email was later sent discussed to 160 the DCs results inviting and confirmed their expressions 

of interest to take part in the focus group. Five 

identical findings. 

candidates voluntarily took part. Five semi-structured 

questions (see Table 3) were asked focussing 

on students’ experience of the team teaching 

approach in DSP IL sessions they attended and 

their preferences in relation to session management, 

structure and learning environment. 

Each focus group discussion was recorded in 

two ways – a digital (audio) recording was made 

using Sony USB audio device and an assigned 

notetaker took written notes. The principal investigator 

subsequently transcribed both group 

interviews, analysed notes and coded the data. 7 

The notetaker and principal investigator later 

discussed the results and confirmed identical 

70 

Focus groups 

After gathering and analysing the online survey data, a follow up focus group was organised 

71 

for DSP IL workshop presenters who are currently involved in team teaching in the 

Programme. Five Subject Librarians voluntarily took part in the semi-structured one hour long


Findings & discussion 

Findings 

The effects 

& discussion 

(challenges vs benefits) of application of the team teaching pedagogy in DSP IL 

workshops at the University of Auckland 

Table 4: Data summary—The effects of application of the team teaching 

pedagogy in DSP IL workshops at the University of Auckland (April 

2014 – April 2015) 

• The effects (challenges vs benefits) of application of 

the team teaching pedagogy in DSP IL workshops at 

the University of Auckland 

Table 4: Data summary—The effects of application of the team teaching pedagogy in DSP IL 

workshops at the University of Auckland (April 2014 – April 2015) 

All DSP IL presenters who completed the online survey 

8 

and those who participated in the focus group found the 

team teaching practice overall beneficial for their professional 

development and collaboration (see Table 4). These findings 

support the recommendations found in the literature (Wenger 

& Hornyak, 1999; Stehlik , 1995; Rytivaara & Kershner, 2012). 

Medaille & Shannon (2012) and Jurena & Daniels (1997) also 

highlight the importance of developing productive, positive 

and comfortable professional relationships among IL presenters 

as a key prerequisite of successful team teaching 

practice. From eleven Subject Librarians who responded 

to the online survey, two were completely new to team 

teaching practice as they never before had the opportunity to 

co-present, while three of the five presenters who took part 

in the focus group did not practice team teaching before they 

got involved in DSP IL workshop programme. For them, this 

was completely new teaching experience and one of them 

commented: 

It has changed my approach to teaching, because previously 

I only taught as a sole presenter, so it was interesting to start 

teaching as a team.” And another one pointed out: “I am a 

novice presenter, so I consider myself as “the younger” kind 

of presenter. And I look at my co-presenters as at “senior” 

level, and they are acting like my mentors.” “Every time you 

see someone else teaching, you learn…and also develop 

your own teaching style further. When I listen to other presenters, 

I always think:”Gosh, they’ve done it so well…I wish 

I could do the same, why can’t I do that, etc.” 

The presence of the variety of different teaching voices was 

also significant for most of the presenters in this study. The 

following comment illustrates this: 

It was great to combine two different styles of teaching, and 

presenting in different ways. I think the sharing and the dialogue 

between the presenters, and even the third person 

who is helping and roving, especially in a long class—it definitely 

feels that one person could be terribly boring talking 

for those two hours. 

The data also revealed that all presenters felt a strong commitment 

towards co-teaching preparation and pre-session 

communication, and understood that it was the key to the 

overall success of each workshop. However, not much of their 

attention was focussed towards actual pre-teaching trial run 

practice (‘choreography’) of the team teaching. For example, 

the online survey data showed that the DSP IL presenters’ 

preferred practice (8 out of 11 respondents) was “pre-session 

meetings with co-presenter” and “mutual negotiation 

of team teaching approach”. The third placed preference was 

for “follow up communication” (6 out of 11 respondents) and 

end-of-semester meetings with workshop teaching teams to 

discuss pedagogical challenges and solutions. Only one presenter 

chose the actual “pre-teaching practice with co-presenter” 

as their preferred practice. However, the focus group 

conversations with students revealed that the nature of the 

collaboration and coherent, well-practiced ‘choreography’ 

between co-presenters influenced significantly the quality of 

their learning in each session. One of them commented: 

I think that it really depends on the cooperation between 

the presenters. Like, when you can see that they’ve done it 

together many times—they were very fluent together, and 

I think it helps – they support and help each other in their 

teaching and it’s quite nice. But I think, when the interaction 

is not smooth between presenters, I feel a bit odd about it. 

When they have different opinions or one person is better at 

teaching than another, which happened in one of the workshops, 

then it’s like—“ah, nah, I’d rather just listen to this 

person than the other…because they know a bit more…” 

The data indicate that, with team teaching practice in 

place, the teaching team of IL presenters organically forms 

and behaves as a community of learners with its own specific 

needs. Most presenters’ comments from the focus group contain 

sequences such as: “I am learning…”, or “I have learnt a 

great deal from…” The development of the professional team 

dynamics, co-teaching relationships and teaching skills is 

enhanced by the grassroots formation of peer-learning partnerships. 

This can be compared to the findings of Hosier 

(2012), Pratt (2014), Eisen (2000a & 2000b) and Eisen & 

Tisdell’s (2001) research that highlight the benefits of using 

peer-learning partnerships that foster learning through joint 

reflection. Eisen (2000a & 2000b) differentiates these partnerships 

from the mainstream mentoring practice, where, as in 

this case, the individuals are contributing to the professional 

partnerships on equal terms and share comparable roles. The 

second group of learners with tendency and strong need to 

form a ‘community of practice’ identified in our study, is, the 

group of DCs attending DSP IL workshops. 

The focus group conversation with DCs revealed that, 

regardless of the type of content introduced (skills-based 

‘how to’ vs topical ‘what is/why’), when situated learning 

environment and peer-learning methodology are not fostered 

and opportunities for knowledge sharing and (if conditions 

allow) peer-teaching are not provided, the level of engagement 

among DCs in DSP IL workshops is lesser and the 

added value of team teaching pedagogy almost irrelevant. 

One example from the DCs focus group discussion is: 

After one of the sessions I remember coming away and 

thinking: “Well I wish I could have had some time talking to 

the people around me, because they would have been able 

to put things in different ways that presenters did, that might 

have made a better sense to me. And I went out of my way 

to talk to the people beside me, and each time we’d make a 

little conversation like “How are you going with this and that, 

etc…?” I really like that, but it wasn’t encouraged. 

To delve further into the learning new skills vs peer-learning 

dichotomy, the principal researcher asked DCs the following 

sub-questions during our focus group discussion: 

• How important is it for you, as doctoral candidates, 

when you attend the skills-based workshop, to feel a 

part of the group (group of learners) in a classroom, 

and to connect with other colleagues in the class, and 

have the chance to talk to them? 

• How much does that matter in terms of your learning 

compared to following the ‘how to’ activity in order to 

try out new functionality or learn how to use a particular 

tool or software? 

The feedback we have received from students confirmed 

the notion that the team teaching pedagogy applied in DSP 

IL workshops is not effective if it does not accommodate a 

reflective, peer-learning environment allowing the time and 

space for DCs, as adult learners, to collaborate and learn from 

72 73


each other as a group of practitioners with shared interests: 

My learning was like—“well- I haven’t processed this yet as 

I need time to think about and process new information...” 

So my learning was not as quick as I thought it would be, 

because the two people haven’t allocated enough time for 

this. 

is to provide necessary IL skills, knowledge and to help DCs 

overcome research and IL-related challenges on their journey 

towards independent scholarship. However, the findings here 

also show that, from the DCs’ perspective, their essential 

learning need is, apart from obtaining necessary IL skills and 

research support, the engagement with and learning from 

their peers who share the same interests and have similar 

When we asked DCs whether What it was were also the essential views of DCs that and library goals. presenters (“what works well and what doesn’t”) in 

peer-learning and social interaction take place in skills-based 

relation to team teaching pedagogy 

workshops, their answers were unanimous. One student summarised 

• What were the views of DCs and library presenters 

it: 

Table 5: Data summary—The experience of (“what team teaching works well pedagogy and (“what doesn’t”) works well in relation and to 

It’s nice to be able to get to know what other doesn’t”) people in this type of 

team teaching pedagogy 

workshops in an environment 

that is quite friendly. 

Especially if we are 

learning a functionality or 

tool that is quite complex, 

it is helpful to be able to 

talk to someone sitting 

next to you and follow up 

with them. 

One of the main thresholds 

of doctoral education 

is the transition which candidates 

undertake in their 

learning from postgraduate 

taught/guided level 

of studies and research 

towards full independence 

as scholars and researchers 

(Kiley, 2009; Gardner, 2008). 

Green (2006), Carter & 

Laurs (2014), Boud & Lee 

(2009), Hinchcliffe, Bromley 

& Hutchinson (2007), Lee 

& Danby (2012) point out 

that, due to the independent 

nature of candidature, the 

doctoral journey is viewed 

as solitary where students 

may experience separation 

from their learning community. All interviewed Gardner (2008, DCs who p. are 328) new to Table the University 5: Data summary—The of Auckland experience environment of team (n=3) teaching expressed pedagogy 

finds that the culture of collaboration an awareness “has a great of the effect significance upon of (“what learning works IL (practical) well and what skills doesn’t”) to be able to adapt and use 

the doctoral student’s transition new to independence.” system, learning She environment, recommends 

that “When the community and situated of practice learning model pedagogy is is as Auckland equally present. environment For example, (n=3) a expressed newly enrolled an awareness DC from of 

culture All interviewed and resources. DCs The who strong are need new for to peer-learning 

the University of 

applied, the journey of the doctoral Iraq explained: students may become a the significance of learning IL (practical) skills to be able to 

shared and supported one”(p. 173). Green When (2006), I sign Weidman, up for these workshops adapt and I usually use new think system, I am about learning to learn environment, new skills culture to and 

Twale & Stein (2001), Hall & Jaquet (2016), Boud & Lee (2005) resources. The strong need for peer-learning and situated 

make my life easier. All of the classes where we do practical work on computers, I 

and Vekkaila, Pyhältö, Hakkarainen, Keskinen & Lonka (2012) learning pedagogy is as equally present. For example, a newly 

find really helpful – the citation one, the ones where we use databases and those 

also recommend the “communities of practice” model as enrolled DC from Iraq explained: 

remedial to the danger of DCs’ isolation 

introducing 

and “of vital 

the 

interest 

similar skills, those 

When 

really 

I sign 

helped 

up for 

me 

these 

out. As 

workshops 

soon as I got 

I usually 

back to 

think 

my 

I am 

to this emerging field of pedagogical inquiry” desk, I was (Green, able to 2006, find everything about and to knew learn where new skills to go to to make find my my literature. life easier. For All of the 

p. 176). 

someone like me who is completely classes new where to the western do practical education work system on computers, and I find 

What is interesting here is the comparison language, between I enrolled the two in all the DSP really workshops helpful – when the I citation arrived one, here—more the ones than where 20, we use 

perspectives: the views and teaching experiences of DSP IL databases and those introducing the similar skills, those 

presenters on one side, and on the other, the views and preferences 

of DCs who attended the IL workshops. The results was able to find everything and knew where to go 12 to find 

really helped me out. As soon as I got back to my desk, I 

reveal several matching points in both perspectives, but my literature. For someone like me who is completely new 

also a slight imbalance. This paper illustrates that for library to the western education system and language, I enrolled 

presenters, the key objective of IL DSP workshop teaching in all the DSP workshops when I arrived here—more than 

20, because I knew I needed to learn about the resources for many international DCs, learning the new “skill” is one of 

and the system, and also to meet and get to know other the key objectives of attending DSP IL workshops. Here are 

students. 

some of the comments: 

There is always that notion that students (especially doctoral 

Slightly different, the comments from a native-born New 

candidates) think “I’ve come to this class to learn (new skill), 

Zealander and a returning DC were: 

and not to socialise…”—We say: “You will come away with 

I attended one session and there was a huge amount of discussion, 

and I felt very welcomed…it was beautifully, well – 

relevant literature you will find and download during this 

class, and you will create at least one alert from a database 

almost -choreographed by the two people and it was really 

on your topic.” And it’s about coming out of the session with 

helpful to hear the stories of people at quite a few different 

concrete results and something relevant you can apply/ use 

levels (not just the beginners). 

after the workshop. Because I know – when I go to a skillsbased 

workshop and I come away thinking—“Gosh – that 

The literature published at the time period this study took 

place (Hall & Jaquet, 2016) also recognises different IL needs was a waste of my time…” 

and behaviours between international What were and preferred domestic teaching doctoral and learning pedagogies from DCs’ and IL presenters’ 

• What were preferred teaching and learning pedagogies 

from DCs’ and IL presenters’ perspectives and the 

candidates. The IL presenters perspectives who took and part the in correlation the focus between the two viewpoints 

group expressed this awareness: 

I think the main Table 6: Data summary –Preferred teaching pedagogies 

correlation between the two viewpoints 

problem is that they 

all have got their own 

thesis and they would 

really like and need 

the individual help 

in these workshops, 

rather than anything 

else. And we’re there 

to deliver the generic 

session that is not 

aimed at addressing 

their individual/ personal 

research support 

needs. And that is what 

makes it difficult for us, 

as we still have to press 

on and deliver the 

overall session so that 

all in class can benefit 

from it. 

And also: 

Some students don’t 

interact at all. You 

know – they may have 

come from somewhere 

they are just not used 

to it. We also get the 

students who love it, 

While providing individual attention to the research needs of DCs in DSP IL workshops is one 

but I think many of the ones we get are probably quite shy. Table 6: Data summary –Preferred teaching pedagogies 

That’s why it is good that there 

of the 

are 

prerogatives 

two or three 

for 

of us 

Subject 

in each 

Librarians, it appears that the desired and most suitable 

session so that we can provide pedagogical enough approach individual from attention DCs’ point of While view is providing situated individual learning environment attention to providing the research needs 

of DCs in DSP IL workshops is one of the prerogatives for 

to all those quiet ones and opportunities talk to them. for collaborative peer learning and peer teaching. It seems that positioning a 

Subject Librarians, it appears that the desired and most suitable 

pedagogical approach from DCs’ point of view is situated 

senior doctoral candidate (in their final year) into the role of a workshop facilitator (as one 

Because of this experience, presenters highlighted the 

importance of creating peer-groups 

of the co-presenters 

(or pairing students 

and members 

up) 

of the 

learning 

teaching 

environment 

team) would 

providing 

be a desirable 

opportunities 

move 

for collaborative 

as peer a community learning of and learners peer teaching. with specific It seems pedagogical that positioning 

at the start of the class as a towards preferred enhancing teaching engagement method. In of DCs 

their view, the learning should needs. also In involve short, maximum DCs have strong activi-neeties for the participants and minimal and existing interference knowledge, or authori- 

even more so a than workshop to be assisted facilitator and (as guided one of by the information co-presenters and mem- 

a to senior learn from doctoral each candidate other and (in share their their final experiences 

year) into the role of 

tarianism from the presenter. professionals DSP IL presenters and educators. find that the Boud & Lee bers (2005) of the and teaching Vekkaila team) et al. would (2012) be recommend a desirable move this towards 

most effective pedagogy is not pedagogy always as related essential to “what to research you degree enhancing programmes engagement in general. of DCs as a community of learners 

are doing with students in the class”, but also to “what you with specific pedagogical needs. In short, DCs have strong 

are teaching” (IL attributes, The ACRL question Framework that remains (2015), for skills, further research need to and learn future from pedagogical each other studies and share is: can their DSP experiences IL 

content, learning objectives). workshop Librarians environment are also aware provide that a nurturing and existing ground knowledge, for developing even DCs’ more community so than to of be assisted and 

practice and /or community of learners and in what way? Wang, Bruce & Hughes (2011) 

74 75 

14


guided by information professionals and educators. Boud & 

Lee (2005) and Vekkaila et al. (2012) recommend this pedagogy 

as essential to research degree programmes in general. 

The question that remains for further research and future 

pedagogical studies is: can DSP IL workshop environment 

provide a nurturing ground for developing DCs’ community 

of practice and /or community of learners and in what 

way? Wang, Bruce & Hughes (2011) show that a community 

of IL practice can be formed based on sociocultural theories. 

Wenger (1998, p. 84) describes key characteristics of 

an informal ‘community of practice’: it is formed sporadically 

through mutual voluntary engagement of its participants, it 

is dynamic and it is evolving over a period of time, it fosters 

the development of informal relationships among its participants. 

The two distinctive groups that are displaying these 

characteristics within and beyond the limitations of the DSP 

IL workshop environment, or, at least, have the explicit tendency 

towards the similar evolving relationships, have clearly 

emerged through the findings of this study. 

Conclusion 

The analysis of the effects of the team teaching pedagogy 

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The author is indebted to Dr Susan Carter for her guidance 

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But we’re Librarians not researchers: Building a research 

culture in the Library and Information Science Sector: 

Summary of a discussion-based workshop 

Tricia Bingham, based on a workshop delivered by Tricia Bingham and Stephanie Reid, (Libraries and Learning 

Services, University of Auckland), with the assistance of RLL1 workshop participants. 

Introduction 

In our work how often do we question standard ways 

of doing things? How often do we engage with research 

literature related to our profession? How often do we undertake 

research to improve our practice? 

This paper summarises content and feedback from a workshop 

undertaken at the LIANZA RLL1 Symposium, on Friday 

76 77


27th May, 2016, at AUT campus, Auckland. The workshop 

examined research culture in the New Zealand Library and 

Information Science (LIS) sector. Specifically the workshop 

aimed to identify what constitutes research, reasons for 

undertaking research, barriers and challenges to undertaking 

research and possible solutions for creating a robust 

research culture within our own institutions and the Library 

and Information Science sector as a whole. 

Held at the end of the Symposium, the workshop provided 

an opportunity for discussion and reflection, not just 

on the Symposium itself, but on how we view ourselves as 

researchers individually and within our professional lives. 

This was a facilitated, discussion-based session where participants 

constructed their understanding through the shared 

experiences and knowledge of their colleagues in the LIS profession. 

The workshop produced ideas for fostering research 

mindedness and an evidence informed approach to practice 

as well as practical tips for fostering a robust research culture 

within the LIS profession. 

• Are you a researcher? 

Facilitators began by presenting a somewhat evocative 

quote which shared a rather dismal view of librarians’ involvement 

in research. 

I generally find that librarians are not that interested in 

research into LIS practice beyond 

liaising with other local libraries to ‘ask 

what they did’ on some issue which 

comes up in day- to-day practice. 

(Healthcare Researcher, as cited in 

Cruickshank, Hall, & Taylor-Smith, 2011, 

p. 10) 

Participants were then asked to 

respond “Yes” or “No” to the following 

question: I am a researcher. 

Responses were mixed but slightly 

more than half of participants did not 

consider themselves to be researchers. 

• Why are you a researcher? Why aren’t you? 

Participants were then asked to discuss why they did or 

didn’t consider themselves researchers (Feedback included 

in Table 1). 

It is interesting to note that participants who viewed themselves 

as researchers reported a strong association between 

research and problem solving / decision making for practice 

based issues. Possession of key personal characteristics such 

as curiosity and a willingness to learn and grow also contributed 

to participants viewing themselves as researchers. 

Reading, doing or disseminating research similarly correlated 

with identification as a researcher. 

Those who did not identify as researchers highlighted some 

confusion over what the term research actually means. Some 

also saw research as being removed from their own role or 

more strongly associated with others such as academics. 

Others saw their role to support or facilitate research rather 

than actively participate. A lack of support or institutional 

mandate for research was also highlighted. 

• What constitutes research? 

Facilitators gave a brief overview of categories of research 

commonly undertaken in the Library and Information Science 

sector. See Figure 1. 

they might build and develop existing research capacities to 

higher level activities. 

Table: 2 Research categories and examples of low level and high level research. 

Type of Research Definition Low level example High Level example 

Evidence/Based 

evidence informed. 

Systematic review. 

Researching a 

focussed research 

question using “best 

evidence” – usually 

consisting of evidence 

from the literature, 

practitioner expertise 

and experiences and 

user needs. 

What did “they” do 

and how well did it 

work? 

• Lack of literature 

(Cruickshank, Hall, & Taylor-Smith, 2011; McMenemy, 2010; 

Wilson, 2013) 

• What do workshop participants 

say? 

Participants related to many of the barriers 

identified in the literature, in particular, 

a lack of time, support, funding and skills. 

Key responses from participants are summarised 

in Table 3. Interestingly, perceptions 

appear to play a clear role in hindering 

the development of research mindedness, 

not just in terms of how we view our own 

roles within a research context but also how 

others view us. This is perhaps best summarised 

by one participant’s use of the term 

“Imposter” syndrome.” 

• What can we do to strengthen a 

research culture in the LIS sector? 

Having considered what hindered development 

of a research culture within the 

Library and Information Science sector 

participants were asked to look at ways 

to overcome barriers and move forward to 

develop a robust culture of research and 

research mindedness at an individual level, 

at an institutional level, at a professional 

body level and at an educational level. 

To help frame this question we shared 

a brief definition of research culture as 

follows: “A culture of research provides a 

supportive context in which research is uniformly 

expected, discussed, produced, and 

valued” (Hanover Research, 2014, p. 5). 

• What does the literature say? 

A brief review of literature identified 

seven key ways in which the LIS sector can 

Table 1: Responses to the question Facilitators Why am emphasised I or why aren’t that these I a researcher? 

types of research exist on a continuum, Figure 1: Types with the of research ability to common 

• Are you a researcher? (Again) 

I am a researcher 

undertake I am either not a low researcher level research or more in depth and rigorous in research the Library within a and particular information 

foster a strong research culture as follows: 

I am doing research – action research, basic research category Not sure (See the Table work 2). is research. 

Participants were then were asked then again asked whether again they whether considered they themselves considered 

themselves shift of opinion researchers. with the majority There of participants was a definite now considering shift of themselves researchers. 

researchers. There was a 

Science sector. 

• Development of research activities and opportunities 

research, surveys… 

definite 

The aim of this section of the workshop was to encourage participants 

I like to learn, expand, grow & upskill. 

Based on the teams worked with – internal Facilitators to see how emphasised even low level 

• Development of a “research friendly” mindset 

that 

opinion with the majority of participants now considering 

initiatives can be considered research. As such, it served to encourage Library and Information 

Where do you want to be in research? What’s stopping you? • Dissemination of research and methods which facilitate 

this dissemination 

only. 

these types of research exist 

themselves researchers. 

Science staff to reconsider their perceptions of themselves as a researcher. At the same time it 

I am curious. 

Work is done on behalf of others. 

on a continuum, with the ability 

encouraged them to consider ways in which they might build and develop existing research 

• Where do you want to be in research? What’s stopping • Forging of the research-practice connection 

Part of the job description / Attached to Accustomed to thinking of my clients as the 

capacities to higher level activities. 

to undertake either low level 

project work. 

researchers + myself as facilitator. 

you? 

• Documentation and infrastructure which supports 

research or more in depth and 

I ask questions and find solutions /answers. Research is not in our: time allocation, pay, 

Participants were then asked where they wanted to be in 

research 

rigorous research within a particular 

research category (See 

job description, no PBRF. 

research and the barriers to reaching that goal. 

• Provision of training and development opportunities 

I use research to inform practice. 

Often no support/encouragement from 

• Scholarships, funding and awards (Summarised from 

Table 2). 

• What does the literature say? 

institution. 

(McMenemy, 2010; Pickton, 2016; Wilson, 2013). 

The aim of this section of the 

A brief critical review of the literature had already identified 

several common barriers to creating and maintaining a 

I am an informed decision maker. 

Definitions matter – research does not 

Table 4 lists examples of how to foster a research culture 

workshop was to encourage 

equal output. 

identified from the literature. 

I am user focussed. 

If an academic hasn’t done it, it‘s not really 

participants to see how even 

research culture. These include: 

research. 

low level initiatives can be 

• Lack of time/support/funding barriers 

• What do workshop participants say? 

I need to improve services and 

Feel like I don’t have time. 

considered research. As such, 

• Lack of motivation / Perception of and by ourselves Workshop participants largely echoed suggestions from 

programmes. 

it served to encourage Library 

and others 

the literature but they also provided a more specific range 

I consume research. What should I research? So many options – and Information Science staff 

• Low relevance to practice 

of methods for fostering a strong Library and Information 

too overwhelming. 

to reconsider their perceptions 

• No duty of care for research 

Science sector research culture (See Table 5). Additionally, 

I share my findings. 

Don’t have much experience. How to do? of themselves as a researcher. 

• Ineffective dissemination 

participants highlighted one additional category: the need 

I help others research. 

Not published? = Not research? 

At the same time it encouraged 

• Target audience not receptive 

to engage and collaborate with other researchers from both 

them to consider ways in which 

• Real or perceived lack of skills 

within and outside the Library and Information Science sector. 

It is interesting to note that participants who viewed themselves as researchers reported a strong 

association between research and problem solving / decision making for practice based issues. 

78 

Possession of key personal characteristics such as curiosity and a willingness to learn and grow also 

79 

contributed to participants viewing themselves as researchers. Reading, doing or disseminating 

research similarly correlated with identification as a researcher. 

User experience 

research 

Horizon scanning 

Front end analysis 

Formal research 

projects 

Literature based 

Researching to users’ 

behaviours, 

motivations and 

needs/requirements., 

often in relation to 

undertaking a specific 

task. 

Researching the 

current environment 

and trends which may 

impact on your 

institution. 

Outlines project 

scope, gaps and 

potential solutions. 

Formal research 

projects generally 

involve some degree 

of rigour and planning. 

These projects may 

require ethics 

approval and may 

result in publication. 

Engagement with 

published literature 

about the LIS sector. 

Are you a researcher? (Again) 

User feedback. 

Hear third hand the 

contents of an LIS 

related report. 

It’s broken and you fix 

it. 

Survey. 

Auto alerts. 

A/B testing. 

Actively and 

systematically seek 

out sources of 

information to assist 

with strategic planning 

and future proofing. 

Understanding 

situation, context and 

stakeholders / SWOT 

analyses. 

Research for 

publication. 

Literature review.

support, funding and skills. Key responses from participants are summarised in Table 3. 

Interestingly, perceptions appear to play a clear role in hindering the development of research 

mindedness, not just in terms of how we view our own roles within a research context but also how 

others view us. This is perhaps best summarised by one participant’s use of the term “Imposter” 

syndrome.” 


Table 3: Barriers to creating a Research Culture – Feedback from participants 

Funding and Support. • Funding 

• Resources 

• Privacy/ethical issues 

• Lack of recognition 

• Isolation /No experienced person to support 

Perceptions and assumptions (our own 

and others’). 

• Community willingness / Trust 

• Assumptions / “Imposter syndrome” 

• People feeling on the outer and always treated as an 

object 

• We don't value enough what we do - and others don't 

value 

• Self confidence 

Systems and processes. • Systems or processes /Politics or Policies 

• Ethics committees 

• Protocols and guidelines 

Lack of skills, training experience. • New technologies/ new things we have to learn 

• High end can be overwhelming 

• Lack of training 

Time constraints. • Time - Stopping time. In rapidly changing fields 

• Priorities /Demands 

• Pressure to fix immediate problem 

Other • Lack of access to data / Data sharing 

• Deciding on the problem and scope 

Table 4: How to facilitate a research culture – Findings from the literature 

Individuals Institutions Professional bodies Educators 

What can we do to strengthen a research culture in the LIS sector? 

Develop Activities and opportunities. 

Organise discussion 

Organise discussion 

groups/events, e.g. lunchtime groups/events, e.g. 

reading groups. 

lunchtime reading groups. 

Seek out colleagues for 

collaboration and mentoring. 

Provide research time on a 

regular basis or as a special 

case, e.g. sabbatical. 

Peer support 

Develop a research friendly mindset. 

Be enthusiastic. 

Encouragement Encourage discourse – 

including dissent. 

Implement formalised curiosity. 

Disseminate research and provide methods for dissemination. 

Be a disseminator. Seek out 

opportunities. 

Use research in multiple ways. 

Don’t just do one paper about 

your research. 

Forge the research-practice connection. 

Be a practitioner-researcher. 

Use research for purpose and 

impact. 

Encourage an evidence 

based approach. 

Encourage research 

output and 

dissemination. 

Create online 

repositories of resources. 

Encourage practitioner 

PhDs. 

Provide 

opportunities for 

students who 

otherwise would 

have no 

opportunity to 

research. 


Be a practitioner-researcher. Encourage an evidence 

based approach. 

Use research for purpose and 

impact. 

Encourage practitioner 

PhDs. 

Implement documentation and infrastructure which supports research. 

Reflect research in 

Create a Research 

strategic plans, service Working Group 

goals. 

or committee. 

Training and professional development. 

Take advantage of internal 

institutional research Courses 

Support staff to attend 

external research 

training - time off or payment. 

Include/ Require in job 

descriptions. 

Provide funds, scholarships and awards. 

Set up research funds 

Recognition and award. 

Promote research. 

(Summarised from McMenemy, 2010; Pickton, 2016; Wilson, 2013) 

What do workshop participants say? 

Make conferences more 

research oriented. 

Introduce a peer review 

process for accepting 

papers. 

Research forums 

Provide research training/ 

Continuing education. 

Awards / Project 

sponsorship. 

Promote article writing. 

Table 5: How to facilitate a research culture – Feedback from workshop participants 

Research 

curriculum 

including tools 

such as SPSS, 

nVivo. 

Awards / Project 

sponsorship. 

Promote research 

and its importance. 

Individuals 

Workshop participants 

Institutions 

largely echoed suggestions from 

Professional 

the literature 

bodies 

but they also 

Educators 

provided a more 

specific range of methods for fostering a strong Library and Information Science sector research 

Develop Activities and opportunities. 

culture (See Table 5). Additionally, participants highlighted one additional category: the need to 

Read more. 

RSIG annually /RSIG continue 

engage and collaborate with other researchers from both within and outside the Library and 

to be active. 

Information Science sector. 

Develop a research friendly mindset. 

Celebrate. 

Determination. 

Encouragement to study. 

Perception of who does 

research. 

Greater uptake of new 

80 Implement documentation and infrastructure which supports research. 

technologies – social Numbers are easy to 

81 

Reflect research in 

Create a Research 

media eg. Conversation measure. How do we 

strategic plans, service Working Group 

via blogs, twitter, 

capture those stories? 

Value. 

Enable culture of 

improvement. 

Disseminate research and provide methods for dissemination. 

Identify our research 

outputs in a more 

structured way. 

Visibility and awareness 

of what research 

everyone is doing. 

Contribute to Journal. 

Output for literature review. 

Disseminate your work. 

Put up a database of 

topics which need 

researching eg. Google 

docs. 

Page on LIANZA for sharing 

research interests. 

LIANZA website (“research”) 

– upload site.

Disseminate your work. 


Opportunity. 

Training and professional development. 

Professional 

Staff development 

development. 

/Support P.D of staff 

even for those not 

Continuing education. engaged in formal 

study. 

Provide funds, scholarships, awards and resources. 

Funding - Might be 

funding for project, 

might be financial 

recognition. 


Put up a database of 

topics which need 

researching eg. Google 

docs. 

Greater uptake of new 

technologies – social 

media eg. Conversation 

via blogs, twitter, 

conferences, workshops 

etc. 

Papers available. 

Better visibility and 

communication. 


Best practice + best 

Respond to findings/ 

evidence is enough. 

Actions. 

Financial reward. 

Put some of our 

budget into research 

this year. 

Financial support / 

Reimbursed study. 

Space. 

Buying resources to 

support research. 

Page on LIANZA for sharing 

research interests. 

LIANZA website (“research”) 

– upload site. 

Numbers are easy to 

measure. How do we 

capture those stories? 

Implement documentation and infrastructure which supports research. 

Becoming part of our job Organisational priority. 

expectation. 

We need to improve 

processes/services and 

Research-based decisions 

and actions. 

Time / Time provided 

by organisation. 

Allowing time off. 

Workshops. 

Scholarships. 

Promote what librarians 

have done /existing 

research. 


Engage and collaborate with other researchers. 

Support others. 

Encouragement to 

participate in any 

Collaborate. 

form. Not necessary 

as a researcher per se 

but contributing to a 

project. 

Mentoring by 

experienced 

researcher. 

(Summarised from McMenemy, 2010; Pickton, 2016; Wilson, 2013) 

Round up 

• What now? 

It felt important to end the workshop on an aspirational 

note, so to round off facilitators concluded the session with 

the following quote: 

It can be strongly argued that research is critical for the creation 

of professional knowledge and therefore critical to the 

survival and growth of the Library and Information Science 

profession. Without a commitment to research, we will not be 

a profession as such, but merely an occupation that focuses 

on routine processes. (Hallam, as cited in Bhatti and Chohan, 

2012, p. 2) 

Participants were encouraged to think about how they 

might take the content of the workshop and use it to instil/ 

develop individual research mindedness as well as a culture 

of research at an institutional and professional body level. 

Understanding that sometimes smaller, incremental steps are 

easier to take particularly for those who are only just beginning 

their research journey, facilitators asked participants to 

quietly reflect on the following questions. 

What is your takeaway? What one thing can you do? 

Facilitator reflections 

It was a privilege to attend the inaugural LIANZA RLL1 

Research SIG. Symposium. The event was well organised, 

engaging, and provided inspiration for both novices and more 

seasoned researchers. Despite doubts raised in our workshop 

about librarians’ roles as researchers there is no doubt that 

there is a vibrant and robust research culture operating in the 

Library and Information Science sector in New Zealand. This 

workshop presented at the end of the Symposium provided 

an opportunity to reflect on the day as a whole, bring together 

key threads and themes from the Symposium presentations 

and to examine ways to further build and develop research 

readiness and activity within the sector. 

• Where to next? 

References 

Bhatti, R., & Chohan, T. M. (2012). Assessing the role of 

library associations in promoting research culture in LIS. 

Library Philosophy and Practice, (839) Retrieved from http:// 

digitalcommons.unl.edu/libphilprac/839 

Promote what librarians 

have done /existing 

research. 

Liaise with other research 

bodies. 

Workshop participants recognised collaboration as one of 

the key ways in which librarians can develop their research 

capacities and capabilities. The advantages of a collaborative 

approach were highlighted on a number of occasions during 

the Symposium. It was heartening, for example, to see the 

research synchronicity between different library sectors. For 

example as librarians involved in teaching information and 

academic literacy skills to foundation and first year students 

at university it was fascinating to hear the results of Elisabeth 

Marrow’s (2016) research on New Zealand High School students 

transitioning into tertiary education. We can see real 

potential for collaborative approaches between school and 

tertiary library sectors to ensure students start university 

information capable and equipped to undertake their studies. 

It is also our hope that the day served to foster ongoing 

research collaboration and communication. 

As workshop participants clearly indicated, dissemination 

is also key to fostering a research culture. Through dissemination 

we can raise our own research profiles as well as 

perceptions of ourselves as researchers, not just as research 

facilitators for those outside the LIS sector. The day itself 

was testament to the importance of dissemination. It was 

great also to see Librarians such as Abigail Tarbotton actively 

espousing the suggestion to disseminate not just once, but in 

multiple ways and multiple forums. The Symposium was also 

a good opportunity for MIS students and new graduates to 

showcase research undertaken as part of their study when 

they might not otherwise of had a platform to do so. Even 

more encouraging was to hear two library managers indicate 

that they intended to disseminate students’ research in their 

libraries and to look at ways in which research findings could 

be actively implemented in their workplace. 

Funding was raised on several occasions by workshop 

participants as both a barrier to research, and a way to 

encourage a research culture. It was heartening therefore to 

end the Symposium with Philip Calvert’s announcement of a 

new LIANZA Research Award. More details are available at: 

http://www.lianza.org.nz/research-award. 

Cruickshank, P., Hall, H. & Taylor-Smith, E. (2011). Enhancing 

the impact of LIS research projects. Retrieved from http:// 

www.researchinfonet.org/wpcontent/uploads/2012/01/ 

RiLIES_report_FINAL.pdf 

Hanover Research. (2014). Building a culture of research: 

Recommended practices. Retrieved from http://www. 

Engage and collaborate with other researchers. 

Support others. 

Encouragement to Liaise with other research 

82 participate in any bodies. 

83 

Collaborate. 

form. Not necessary 

as a researcher per se

NEW ZEALAND LIBRARY & INFORMATION MANAGEMENT JOURNAL • NGĀ PŪRONGO VOL 56, ISSUE NO. 1 • FEBRUARY/JULY 2016 

overresearch.com/media/Building-a-Culture-of-Research- 

Recommended-Practices.pdf 

Library World, 117(1/2), 105-127. http://dx.doi.org.ezproxy. 

auckland.ac.nz/10.1108/NLW-10-2015-0075 

Marrow, E. (2016, June 27). New Zealand students transitioning 

into tertiary education. Paper presented at the RLL1 

Research by Librarians for Librarians 1 Symposium, Auckland 

University of Technology, New Zealand 

McMenemy, D. (2010). Fostering a research culture in UK 

library practice: Barriers and solutions. Library Review, 59(5), 

321-324. http://dx.doi.org/10.1108/00242531011047019 

Pickton, M. (2016). Facilitating a research culture in an 

academic library: Top down and bottom up approaches. New 

NZLIMJ Author Guidelines 

Journal Content 

Most material in NZLIMJ falls into two categories: 

• Peer-reviewed research-based articles containing original 

work relevant to libraries and information management 

in New Zealand; 

• Feature articles or columns which may not be peer-reviewed, 

but which nevertheless reflect high standards of 

scholarship or reflection on issues of current interest to 

the New Zealand information community. 

Contributions 

NZLIMJ welcomes original contributions on any topic 

relevant to the library and information professions in New 

Zealand. Submissions must: include the author(s) name, 

affiliation and email address on a separate page; include an 

abstract of no more than 200 words; be no more than 6000 

words in length, including references; and use the APA (name, 

date) referencing style with full bibliographic details in the list 

of references. 

The Editor reserves the right to edit articles so that they 

conform to standard English and stylistic conventions for clear 

Editorial Board 

The NZLIMJ Editorial Board fulfils 

two functions. First, and principally, 

members of the Board provide double 

blind peer-reviews of articles submitted 

for publication as reviewed articles. 

Second, the Board provides such advice 

to the Editor as may be requested from 

time to time on other matters related to 

journal content. 

The Editorial Board consists of the 

following members: 

Mr Philip J Calvert 


philip.calvert@vuw.ac.nz 

Tarbotton, A. (2016, June 27). Mentoring on Twitter: 

Librarians forming & cultivating mentoring relationships. 

Paper presented at the RLL1 Research by Librarians for 

Librarians 1 Symposium, Auckland University of Technology, 

New Zealand 

Wilson, V. (2013). Formalized curiosity: Reflecting on the 

librarian practitioner-researcher. Evidence Based Library and 

Information Practice, 8(1), 111-117. http://dx.doi.org/10.18438/ 

B8ZK6K 

writing. Any other changes will be made in consultation with 

the author(s). If a submission is peer-reviewed, the author(s) 

must make all amendments and changes required by the 

reviewers and resubmit the revised contribution to the Editor. 

The final content of peer-reviewed articles will be agreed by 

the reviewers in consultation with the Editor. 

For contributions which are not peer-reviewed, the Editor 

may make changes which remove jargon and make the article 

more easily understood by a general audience. If publication 

of the article may be considered potentially damaging to the 

reputation of LIANZA, or of an individual, the Editor reserves 

the right to edit the article or to refuse its publication. 

Copyright remains with the author(s) at all times, though 

if the submission is accepted for publication it should not 

appear in any other publication for six months following its 

publication in NZLIMJ. LIANZA reserves the right to re-publish 

articles on its website or in other publications, giving 

credit to the author. 

Please submit all contributions electronically as .doc or .rtf 

files to the editor: 

Brenda Chawner 


Brenda.Chawner@vuw.ac.nz 

Ms Amanda F Cossham 

The Open Polytechnic of New Zealand 

amanda.cossham@openpolytechnic. 

ac.nz 

Dr Daniel G Dorner 


dan.dorner@vuw.ac.nz 

Ms Jan Irvine 

The Open Polytechnic of New Zealand 

jan.irvine@openpolytechnic.co.nz 

Dr Gillian Oliver 


gillian.oliver@vuw.ac.nz 

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